lebanon borough public school social studies curriculum

Lebanon Borough Public

School Social Studies

Curriculum Guide

Grade 3

Approved by the

Lebanon Borough Board of Education

December 10, 2020

Social Studies Curriculum Guide, Grade 3

Lebanon Borough Public School


SECTION I

LEBANON BOROUGH BOARD OF EDUCATION

Daniel Elwell, President

Jackie Carruthers, Vice President

David Abeles, Board Member

Christine Burton, Board Member

Danielle Nugent, Board Member

Bruce Arcurio, Chief School Administrator




Introduction

This revised curriculum is aligned to the NJSLS for Social Studies that were adopted by the New Jersey Board

of Education in 2016. The document is intended for use by all 3 - 5 teachers of Social Studies employed by the

Lebanon Borough Public School.

NJSLS for Social Studies provided by the New Jersey Department of Education.

Social Studies Education in the 21st Century

The digital age has transformed social studies education, allowing 21st-century learners to transcend the limits of

time and place and experience historic events virtually. By expanding their learning networks through online

collaboration with experts and other students from around the world, New Jersey social studies students develop an

increased depth of understanding of our global society. At the same time, their understanding of the fundamental

principles and values of American democracy and citizenship provides the conceptual framework that allows them

to make informed decisions about local, national, and international issues and challenges.

Mission: Social studies education provides learners with the knowledge, skills, and perspectives needed to become

active, informed citizens and contributing members of local, state, national, and global communities in the digital

age.

Vision: An education in social studies fosters a population that:

Is civic minded, globally aware, and socially responsible.

Exemplifies fundamental values of American citizenship through active participation in local and




global communities.

Makes informed decisions about local, state, national, and global events based on inquiry and analysis.

Considers multiple perspectives, values diversity, and promotes cultural understanding.

Recognizes the implications of an interconnected global economy.

Appreciates the global dynamics between people, places, and resources.

Utilizes emerging technologies to communicate and collaborate on career and personal matters with

citizens of other world regions.

Intent and Spirit of the Social Studies Standards

All students receive social studies instruction from preschool through grade 12. The challenges of the 21st century

are complex, have global implications, and are connected to people, places, and events of the past. The study of

social studies focuses on deep understanding of concepts that enable students to think critically and systematically

about local, regional, national, and global issues.

Authentic learning experiences that enable students to apply content knowledge, develop citizenship skills, and

collaborate with students from around the world prepare New Jersey students for the 21st-century workplace. The

natural integration of technology in social studies education allows students to overcome geographic borders, apply

scientific and mathematical analysis to historical questions and contemporary issues, appreciate cultural diversity,

and experience events through the examination of primary sources.

The New Jersey social studies standards and indicators reflect national and state standards and other documents

published by the National Center for History Education, National Council for Social Studies, National Council for

Geographic Education, Center for Civic Education, National Council on Economic Education, Mid-Continent

Research on Education and Learning, National Assessment of Educational Progress, and the Partnership for 21st




Century Skills.

Revised Standards

The revised social studies standards provide the foundation for creating local curricula and developing meaningful

assessments. The revised standards are as follows:

Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to

think analytically about how past and present interactions of people, cultures, and the environment shape

the American heritage. Such knowledge and skills enable students to make informed decisions that reflect

fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the environment affect

issues across time and cultures. Such knowledge and skills enable students to make informed decisions as

socially and ethically responsible world citizens in the 21st century.

Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be

active, informed citizens who value diversity and promote cultural understanding by working collaboratively

to address challenges that are inherent in living in an interconnected world.

Four strands frame the content within each standard: (A) Civics, Government, and Human Rights; (B) Geography,

People, and the Environment; (C) Economics, Innovation, and Technology; and (D) History, Culture, and

Perspectives.




The Role of Essential Questions

Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper

understanding of the big ideas that enable students to better comprehend how the past connects to the present. The

essential questions created for this project, which follow, were used to frame content goals and to inform the

development of the cumulative progress indicators.

A. Civics, Government, and Human Rights

How do citizens, civic ideals, and government institutions interact to balance the needs of

individuals and the common good?

How have economic, political, and cultural decisions promoted or prevented the growth of personal

freedom, individual responsibility, equality, and respect for human dignity?

B. Geography, People, and the Environment

How do physical geography, human geography, and the human environment interact to influence

or determine the development of cultures, societies, and nations?

C. Economics, Innovation, and Technology

How can individuals, groups, and societies apply economic reasoning to make difficult choices

about scarce resources? What are the possible consequences of these decisions for individuals,

groups, and societies?

How have scientific and technological developments over the course of history changed the way

people live and economies and governments function?

D. History, Culture, and Perspectives

How do our interpretations of past events inform our understanding of cause and effect, and




continuity and change, and how do they influence our beliefs and decisions about current public

policy issues?

How can the study of multiple perspectives, beliefs systems, and cultures provide a context for

understanding and challenging public actions and decisions in a diverse and interdependent world?

Organization of the Standards

The organization and content of the 2016Social Studies Standards reflects N.J.A.C. 6A:8-5.1(a)1.iv., which

requires at least 15 credits in social studies, including satisfaction of N.J.S.A. 18A:35-1 and 2; five credits in world

history; and the integration of civics, economics, geography, and global studies content in all courses.

• Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4 levels, content is

organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand.

• Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8 and 9-12 levels,

content organized by era and strand.

• Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P, K-4, 5-8, and 9-

12) content is organized by strand only.

The Introduction included in this document was provided by the New Jersey Department of Education as part of

the 2016 NJSLS, and can be found at the following web address:

http://www.state.nj.us/education/cccs/standards/6/intro.pdf

http://www.state.nj.us/education/cccs/standards/6/intro.pdf




Statement of Philosophy The Lebanon Borough School believes in celebrating the rich history of community partnerships created through

sharing of services with neighboring school systems in Hunterdon County. This ensures a consistent, high

quality instruction for all learners. The social studies curriculum is built upon this belief by incorporating the

Grade Level Standards within the components of a balanced science framework. This approach provides all

students with equitable access to the same learning goals while allowing teachers the flexibility to adapt to the

needs of their learners.

The standards below are overarching. While these standards may not appear specifically in any unit, they are the

collective goals of all units.

Program Goals

By the end of Grade 3, students will be able to: Identify similarities and differences of various communities across the United States

Notice that geography can influence who lives and works in different communities

Determine how people in communities earn and use money

Make comparisons between local and national governments

Recognize that citizens have rights and responsibilities

Develop knowledge of American culture, including heroes, heritage, customs, and traditions

Learn how communities have changed over time

Understand the concept of citizenship as it applies to the community of Lebanon Borough

Discover the geography and history of Lebanon Borough




SECTION II

Grades 3

STANDARD 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to

think analytically about how past and present interactions of people, cultures, and the environment shape the

American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental

rights and core democratic values as productive citizens in local, national, and global communities.

Strand A: Civics, Government, and Human Rights

Learning Goal

NJSLS & CPI Enduring Understandings Essential Questions

6.1.4.A.1 6.1.4.A.2

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.6

6.1.4.A.7

6.1.4.A.8

6.1.4.A.9

6.1.4.A.10

Laws are developed by systems of

government to protect rights, manage

conflict, and create order in a democratic

society.

Systems of government are created to

balance the rights and responsibilities of

citizens.

Each branch of government carries out

specific functions to meet the needs of the

common good.

Individuals in a democratic society have

civic responsibilities and fundamental

Why do we have rules and laws? What

would happen if we did not have rules and

laws?

How are governments created,

structured, maintained, and changed?

What are the roles and responsibilities of

citizens and government in a democratic

society?

How do citizens, civic ideals, and

government institutions interact to balance

the needs of




Learning Goal


6.1.4.A.11

6.1.4.A.12

6.1.4.A.13

6.1.4.A.14

6.1.4.A.15 6.1.4.A.16

rights to seek societal change.

Nations must work together to solve

problems that affect diverse communities

in the global society.

individuals and the common good?

How can people from different countries with their

own customs, laws, and governments work together

to find solutions to global problems?

Skills Key Content

Explain how rules and laws created by community, state, and national

governments protect the rights of people, help resolve conflicts, and

promote the common good. (4.A.1)

Explain how fundamental rights guaranteed by the United States

Constitution and the Bill of Rights (i.e., freedom of expression, freedom

of religion, the right to vote, and the right to due process) contribute to

the continuation and improvement of American democracy. (4.A.2)

Determine how “fairness,” “equality,” and the “ common good” have

influenced change at the local and national levels of United States

government. (4.A.3)

Rules and laws are developed to protect

people’s rights and the security and

welfare of society. (4.A.1)

The United States Constitution and Bill

of Rights guarantee certain fundamental

rights for citizens. (4.A.2)

American constitutional government is

based on principles of limited

government, shared authority, fairness,

and equality. (4.A.3)

http://www.state.nj.us/education/cccs/def/6/SS_cg.html




Skills Key Content

Explain how the United States government is organized and how the

United States Constitution defines and limits the power of government.

(4.A.4)

Distinguish the roles and responsibilities of the three branches of the

national government. (4.A.5)

Explain how national and state governments share power in the federal

system of government. (4.A.6)

Explain how the United States functions as a representative democracy,

and describe the roles of elected representatives and how they interact

with citizens at local, state, and national levels. (4.A.7)

Compare and contrast how government functions at the community,

county, state, and national levels, the services provided, and the impact

of policy decisions made at each level. (4.A.8)

Compare and contrast responses of individuals and groups, past and

present, to violations of fundamental rights. (4.A.9)

Describe how the actions of Dr. Martin Luther King, Jr., and other civil

There are different branches within the

United States government, each with its

own structure, leaders, and processes,

and each designed to address specific

issues and concerns. (4.A.4) (4.A.5)

(4.A.6)

In a representative democracy,

individuals elect representatives to act

on the behalf of the people. (4.A.7)

(4.A.8)

The examination of individual

experiences, historical narratives, and

events promotes an understanding of

individual and community responses to

the violation of fundamental rights.

(4.A.9)

The examination of individual

http://www.state.nj.us/education/cccs/def/6/SS_rd.html




Skills Key Content

rights leaders served as catalysts for social change and inspired social

activism in subsequent generations. (4.A.10)

Explain how the fundamental rights of the individual and the common

good of the country depend upon all citizens exercising their civic

responsibilities at the community, state, national, and global levels.

(4.A.11)

Explain the process of creating change at the local, state, or national

level. (4.A.12)

Describe the process by which immigrants become United States

citizens. (4.A.13)

Describe how the world is divided into many nations that have their own

governments, languages, customs, and laws. (4.A.14)

Explain how and why it is important that people from diverse cultures

collaborate to find solutions to community, state, national, and global

challenges. (4.A.15)

Explore how national and international leaders, businesses, and global

experiences, historical narratives, and

events promotes an understanding of

individual and community responses to


(4.A.10)

The United States democratic system

requires active participation of its

citizens. (4.A.11) (4.A.12)

Immigrants can become and obtain the

rights of American citizens. (4.A.13)

The world is comprised of nations that

are similar to and different from the

U.S. (4.A.14)

In an interconnected world, it important

to consider different cultural

perspectives before proposing solutions

to local, state, national, and global

challenges. (4.A.15)




Skills Key Content

organizations promote human rights and provide aid to individuals and

nations in need. (4.A.16)

Increased collaboration is needed by

individuals, groups, and nations to solve

global problems. (4.A.16)

Grades 3





Strand B: Geography, People, & Environment

Learning Goal


6.1.4.B.1

6.1.4.B.2

6.1.4.B.3

6.1.4.B.4

6.1.4.B.5

6.1.4.B.6

6.1.4.B.7

Geography, climate, and natural resources

affect the way people live and work.

Geography influences needs, culture,

opportunities, choices, interests, and skills.

There is a relationship between the

How do maps and globes reflect history, politics,

and economics? What tools can be used to identify

major cities, regions, and geographical features of

New Jersey, the United States, and the world?

How does geography influence lifestyle and

perspectives?

What effect do people have on their environment?




Learning Goal


6.1.4.B.8

6.1.4.B.9

6.1.4.B.10

consumption and conservation of natural

resources.

People are affected by environmental,

economic, social, cultural, and civic

concerns.

How does location impact the economy and culture

of an area?

Skills Key Content

Compare and contrast information that can be found on

different types of maps, and determine when the

information may be useful. (4.B.1)

Use physical and political maps to explain how the

location and spatial relationship of places in New Jersey,

the United States, and other areas, worldwide, have

contributed to cultural diffusion and economic

interdependence. (4.B.2)

Explain how and when it is important to use digital

geographic tools, political maps, and globes to measure

distances and to determine time zones and locations

using latitude and longitude. (4.B.3)

Spatial thinking and geographic tools can be used to

describe and analyze the spatial patterns and

organization of people, places, and environments on

Earth. (4.B.1) (4.B.2) (4.B.3)




Skills Key Content

Describe how landforms, climate and weather, and

availability of resources have impacted where and how

people live and work in different regions of New Jersey

and the United States. (4.B.4)

Describe how human interaction impacts the

environment in New Jersey and the United States.

(4.B.5)

Compare and contrast characteristics of regions in the

United States based on culture, economics, politics, and

physical environment to understand the concept of

regionalism. (4.B.6)

Explain why some locations in New Jersey and the

United States are more suited for settlement than others.

(4.B.7)

Compare ways people choose to use and divide natural

resources. (4.B.8)

Relate advances in science and technology to

environmental concerns, and to actions taken to address

them. (4.B.9)

Places are jointly characterized by their physical and

human properties. (4.B.4)

The physical environment can both accommodate and

be endangered by human activities. (4.B.5)

Regions form and change as a result of unique physical/

ecological conditions, economies, and cultures. (4.B.6)

Patterns of settlement across Earth’s surface differ

markedly from region to region, place to place, and time

to time. (4.B.7) (4.B.8)

Advancements in science and technology can have

unintended consequences that impact individuals and/or

societies. (4.B.9)




Skills Key Content

Identify the major cities in New Jersey, the United

States, and major world regions, and explain how maps,

globes, and demographic tools can be used to

understand tangible and intangible cultural differences.

(4.B.10)

Urban areas, worldwide, share common physical

characteristics, but may also have cultural differences.

(4.B.10)

Grades 3





Strand C: Economics, Innovation, and Technology

Learning Goal


6.1.4.C.1

6.1.4.C.2

6.1.4.C.3

Decisions concerning the allocation and

use of economic resources impact

individuals and groups.

Local, national, and international

How can individuals, groups, and societies apply

economic reasoning to make difficult choices about

scarce resources? What are the possible

consequences of these decisions for individuals,

groups, and societies?

How do economic needs and wants of individuals




Learning Goal


6.1.4.C.4 6.1.4.C.5

6.1.4.C.6

6.1.4.C.7

6.1.4.C.8

6.1.4.C.9

6.1.4.C.10

6.1.4.C.11

6.1.4.C.12

6.1.4.C.13

6.1.4.C.14

6.1.4.C.15

6.1.4.C.16

6.1.4.C.17

6.1.4.C.18

relationships are affected by economic

transactions.

Economic systems are structured to meet

the needs and wants of different societies.

Financial decisions of individuals can

impact society as a whole.

Contributions of inventors and

entrepreneurs influence society and the

economy.

Geography, availability of resources, and

transportation affect the economy.

Scientific and technological developments

affect people’s lives, the environment, and

transform societies.

and groups affect local, national, and global

communities?

How does the production of goods and the

exchange of services influence local, national, and

global communities?

How can the choices we make affect the economy?

How have new innovations and technology

influenced local, national, and global communities?

How do the land and the availability of resources

and transportation affect economic opportunities?

How have scientific ideas and decisions made in

the past influence the present?




Skills Key Content

Apply opportunity cost to evaluate individuals’

decisions, including ones made in their communities.

(4.C.1)

Distinguish between needs and wants and explain how

scarcity and choice influence decisions made by

individuals, communities, and nations. (4.C.2)

Explain why incentives vary between and among

producers and consumers. (4.C.3)

Describe how supply and demand influence price and

output of products. (4.C.4)

Explain the role of specialization in the production and

exchange of goods and services. (4.C.5)

Describe the role and relationship among households,

businesses, laborers, and governments within the

economic system.

(4.C.6) Explain how the availability of private and public goods

and services is influenced by the global market and

government. (4.C.7)

Illustrate how production, distribution, and consumption

of goods and services are interrelated and are affected

by the global market and events in the world

community.

(4.C.8)

People make decisions based on their needs, wants, and

the availability of resources.

(4.C.1) (4.C.2)

Economics is a driving force for the occurrence of

various events and phenomena in societies. (4.C.3)

(4.C.4) (4.C.5)

Interaction among various institutions in the local,

national, and global economies influence policymaking

and societal outcomes. (4.C.6) (4.C.7) (4.C.8)

http://www.state.nj.us/education/cccs/def/6/SS_oc.html

http://www.state.nj.us/education/cccs/def/6/SS_scar.html

http://www.state.nj.us/education/cccs/def/6/SS_incen.html




Skills Key Content

Compare and contrast how access to and use of

resources affects people across the world differently.

(4.C.9)

Explain the role of money, savings, debt, and investment

in individuals’ lives. (4.C.10)

Recognize the importance of setting long-term goals

when making financial decisions within the community.

(4.C.11)

Evaluate the impact of ideas, inventions, and other

contributions of prominent figures who lived New

Jersey. (4.C.12)

Determine the qualities of entrepreneurs in a capitalistic

society. (4.C.13)

Compare different regions of New Jersey to determine

the role that geography, natural resources, climate,

transportation, technology, and/or the labor force have

played in economic opportunities. (4.C.14)

Describe how the development of different

transportation systems impacted the economies of New

Availability of resources affects economic outcomes.

(4.C.9)

Understanding of financial instruments and outcomes

assists citizens in making sound decisions about money,

savings, spending, and investment. (4.C.10) (4.C.11)

Creativity and innovation affect lifestyle, access to

information, and the creation of new products and

services. (4.C.12) (4.C.13)

Economic opportunities in New Jersey and other states

are related to the availability of resources and

technology. (4.C.14) (4.C.15)

http://www.state.nj.us/education/cccs/def/6/SS_cap.html

http://www.state.nj.us/education/cccs/def/6/SS_cap.html




Skills Key Content

Jersey and the United States. (4.C.15)

Explain how creativity and innovation resulted in

scientific achievement and inventions in many cultures

during different historical periods. (4.C.16)

Determine the role of science and technology in the

transition from an agricultural society to an industrial

society, and then to the information age. (4.C.17)

Explain how the development of communications

systems has led to increased collaboration and the

spread of ideas throughout the United States and the

world. (4.C.18)

Creativity and innovation have led to improvements in

lifestyle, access to information, and the creation of new

products. (4.C.16) (4.C.17) (4.C.18)

Grades 3








Strand D: History, Culture, and Perspectives

Learning Goal


6.1.4.D.1

6.1.4.D.2

6.1.4.D.3

6.1.4.D.4

6.1.4.D.5

6.1.4.D.6

6.1.4.D.7

6.1.4.D.8

6.1.4.D.9

6.1.4.D.10

6.1.4.D.11

6.1.4.D.12

6.1.4.D.13

6.1.4.D.14

6.1.4.D.15

6.1.4.D.16

6.1.4.D.17

Many groups and individuals in history

have influenced modern life in New Jersey

and the United States.

Events and actions of the past impact the

present and the future.

Culture affects one’s individual identity

and belief system.

Different perspectives affect the

interpretation of historical events and

current issues.

Looking at multiple viewpoints can alter

beliefs and open up avenues to create

How does the legacy of earlier groups of people,

including the Lenni Lenape and immigrants,

influence future generations?

What historical events, documents, and figures

have helped shape the culture of New Jersey and

the United States?

Why is it important to learn about diverse cultures

and respect the differences of others?

How do our interpretations of past events inform

our understanding of cause and effect, and

continuity and change, and how do they influence

our beliefs and decisions about current public

policy issues?

How can the study of multiple perspectives, belief

systems, and cultures provide a context for




Learning Goal


6.1.4.D.18 6.1.4.D.19

6.1.4.D.20

change. understanding and challenging public actions and

decisions in a diverse and interdependent world?

Skills Key Content

Determine the impact of European colonization on Native

American populations, including the Lenni Lenape of New

Jersey. (4.D.1)

Summarize reasons why various groups, voluntarily and

involuntarily, immigrated to New Jersey and America, and

describe the challenges they encountered. (4.D.2)

Evaluate the impact of voluntary and involuntary

immigration on America’s growth as a nation, historically

and today. (4.D.3)

Explain how key events led to the creation of the United

States and the state of New Jersey. (4.D.4)

Relate key historical documents (i.e., the Mayflower

Compact, the Declaration of Independence, the United States

Constitution, and the Bill of Rights) to present day

government and citizenship. (4.D.5)

Describe the civic leadership qualities and historical

contributions of George Washington, Thomas Jefferson, and

Immigrants come to New Jersey and the United

States for various reasons and have a major impact

on the state and the nation. (4.D.1) (4.D.2) (4.D.3)

Key historical events, documents, and individuals

led to the development of our nation. (4.D.4)

(4.D.5) (4.D.6) (4.D.7) (4.D.8) (4.D.9)




Skills Key Content

Benjamin Franklin toward the development of the United

States government. (4.D.6)

Explain the role Governor William Livingston played in the

development of New Jersey government. (4.D.7)

Determine the significance of New Jersey’s role in the

American Revolution. (4.D.8)

Explain the impact of trans-Atlantic slavery on New Jersey,

the nation, and individuals. (4.D.9)

Describe how the influence of Native American groups,

including the Lenni Lenape culture, is manifested in different

regions of New Jersey. (4.D.10)

Determine how local and state communities have changed

over time, and explain the reasons for changes. (4.D.11)

Explain how folklore and the actions of famous historical

and fictional characters from New Jersey and other regions of

the United States contributed to the American national

heritage. (4.D.12)

Describe how culture is expressed through and influenced by

Personal, family, and community history is a source

of information for individuals about the people and

places around them. (4.D.10) (4.D.11)

The study of American folklore and popular

historical figures enables Americans with diverse

cultural backgrounds to feel connected to a national

heritage. (4.D.12)

Cultures include traditions, popular beliefs, and




Skills Key Content

the behavior of people. (4.D.13)

Trace how the American identity evolved over time. (4.D.14)

Explain how various cultural groups have dealt with the

conflict between maintaining traditional beliefs and practices

and adopting new beliefs and practices. (4.D.15)

Describe how stereotyping and prejudice can lead to conflict,

using examples from the past and present. (4.D.16)

Explain the role of historical symbols, monuments, and

holidays and how they affect the American identity. (4.D.17)

Explain how an individual’s beliefs, values, and traditions

may reflect more than one culture. (4.D.18)

commonly held values, ideas, and assumptions that

are generally accepted by a particular group of

people. (4.D.13)

American culture, based on specific traditions and

values, has been influenced by the behaviors of

different cultural groups living in the United States.

(4.D.14)

Cultures struggle to maintain traditions in a

changing society. (4.D.15)

Prejudice and discrimination can be obstacles to

understanding other cultures. (4.D.16)

Historical symbols and the ideas and events they

represent play a role in understanding and

evaluating our history. (4.D.17)

The cultures with which an individual or group

identifies change and evolve in response to

interactions with other groups and/or in response to

needs or concerns. (4.D.18)




Skills Key Content

Explain how experiences and events may be interpreted

differently by people with different cultural or individual

perspectives. (4.D.19)

Describe why it is important to understand the perspectives

of other cultures in an interconnected world. (4.D.20)

People view and interpret events differently

because of the times in which they live, the

experiences they have had, the perspectives held by

their cultures, and their individual points of view.

(4.D.19) (4.D.20)

Grades 3

STANDARD 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the environment affect issues

across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and

ethically responsible world citizens in the 21st century.

Please Note: While end of grade expectations for Standard 6.2 are not included as a standard of measure by the

end of Grade 3 or Grade 4, the content is addressed and the standard included to support topics such as diversity,

cultures, traditions, and building community, as well as in the discovery of a historical perspective of elements of

US History.




STANDARD 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active,

informed citizens who value diversity and promote cultural understanding by working collaboratively to address

the challenges that are inherent in living in an interconnected world.

Learning Goal


6.3.4.A.1

6.3.4.A.2

6.3.4.A.3

6.3.4.A.4

6.3.4.B.1

6.3.4.C.1

6.3.4.D.1

In a democratic society, citizens and

government institutions have certain roles

and responsibilities.

Citizens have individual responsibilities to

care for the environment and protect it for

future generations.

Individuals make economic decisions that

influence society.

People can recognize the contributions of

diverse cultures and appreciate how

different perspectives influence society.

How do citizens and government institutions work

collaboratively to address the needs of individuals

and society as a whole?

How can citizens take an active role in protecting

the environment?

How can individuals apply economic reasoning to

make difficult choices about societal issues?

How can the study of diverse cultures and multiple

perspectives impact actions of individuals and

society?




Skills Key Content

Evaluate what makes a good rule or law. (4.A.1)

Contact local officials and community members to

acquire information and/or discuss local issues. (4.A.2)

Select a local issue and develop a group action plan to

inform school and/or community members about the

issue. (4.A.3)

Communicate with students from various countries

about common issues of public concern and possible

solutions. (4.A.4)

Plan and participate in an advocacy project to inform

others about environmental issues at the local or state

level and propose possible solutions. (4.B.1)

Develop and implement a group initiative that addresses

an economic issue impacting children. (4.C.1)

Identify actions that are unfair or discriminatory, such as

bullying, and propose solutions to address such actions.

(4.D.1)

Active citizens in the 21st century:

• Recognize that people have different perspectives

based on their beliefs, values, traditions, culture,

and experiences.

• Identify stereotyping, bias, prejudice, and

discrimination in their lives and communities.

• Are aware of their relationships to people, places, and

resources in the local community and beyond.

Make informed and reasoned decisions by seeking and

assessing information, asking questions, and evaluating

alternate solutions. (4.B.1)

Develop strategies to reach consensus and resolve

conflict. (4.C.1)

Demonstrate understanding of the need for fairness and

take appropriate action against unfairness. (4.D.1)




Grade 3

Assessment Performance Questions

Map Assessments Writing Activities

Oral Presentations

Tests and/or Quizzes

Projects

Research Reports

Exit Slips

Rubric

http://rubistar.4teachers.org

https://www.rcampus.com/ index

rubric.cfm

http://www.rubrics4teachers. com

http://www.teachnology.com/

web_tools/ rubrics

Key Criteria for Differentiation

Tiered Instruction

Graphic Organizers

Reading Responses

Project-Based Learning Tic-Tac-Toe and Choice Boards

R.A.F.T.

Audio Books (Harcourt CD, etc.)

Visual Media (Virtual Field Trips, etc.)

Resources Harcourt Horizons: People and

Communities, Book and Audio CD

Lebanon Borough….My Hometown,

An Integrated Third Grade Social

Studies Text and Activities

Amistad Curriculum

http://www.njamistadcurriculum.com/

Caring Makes a Difference: Grades K-4

Holocaust Curriculum (3rd Grade begins on page 30)

http://www.state.nj.us/education/ holocaust/curriculum/

9/11 Curriculum(begins on page E-1)

https://sites.google.com/site/the4

actioninitiative/

Instructional Strategies/Best

Practices Participation and Discussion

Cooperative Groups

Integrated Technology

Enrichment Extension Menus

Internet Scavenger Hunts

Current Events Activities

“Lebanon Borough, My Hometown” Bus

Tour

*See a list of websites and additional

resources for enrichment in Section IV.

http://rubistar.4teachers.org/


https://www.rcampus.com/%20%20%20index%20rubric.cfm




http://www.rubrics4teachers.com/


http://www.teachnology.com/%20web_tools/%20rubrics





http://www.state.nj.us/education/%20holocaust/curriculum/



https://sites.google.com/site/the4%20actioninitiative/






Learning Goal


6.1.8.C.1.b

6.1.8.D.1.a

6.1.8.D.1.b

6.1.8.D.1.c

of new travel routes and increased the role

of trade.

Native Americans in different geographic

areas varied in customs and culture.

Native Americans helped the colonists

establish survival skills in their new

environment.

Hemisphere?

What are the similarities and differences of the

regional Native American groups?

How did the encounter between Native Americans

and Europeans shape early colonization?

Skills Key Content

Compare and contrast forms of governance, belief

systems, and family structures among African,

European, and Native American groups. 6.1.8.A.1.a

Describe migration and settlement patterns of Native

American groups, and explain how these patterns

affected interactions in different regions of the Western

Hemisphere. 6.1.8.B.1.a

Analyze the world in spatial terms, using historical maps

to determine what led to the exploration of new water

and land routes. 6.1.8.B.1.b

Three Worlds Meet

Indigenous societies in the Western Hemisphere

migrated and changed in response to the physical

environment and due to their interactions with

Europeans.

European exploration expanded global economic and

cultural exchange into the Western Hemisphere.




Skills Key Content

Evaluate the impact of science, religion, and technology

innovations on European exploration. 6.1.8.C.1.a

Explain why individuals and societies trade, how trade

functions, and the role of trade during this period.

6.1.8.C.1.b

Compare and contrast gender roles, religion, values,

cultural practices, and political systems of Native

American groups. 6.1.8.D.1.a

Explain how interactions among African, European, and

Native American groups began a cultural

transformation. 6.1.8.D.1.b

Evaluate the impact of the Colombian Exchange on

ecology, agriculture, and culture from different

perspectives. 6.1.8.D.1.c

Era: Colonization and Settlement (1585-1763) Learning Goal


6.1.8.A.2.a

6.1.8.A.2.b 6.1.8.A.2.c

Settlers, Native Americans, slaves, and

indentured servants had different

viewpoints regarding colonization.

What were the various viewpoints about

colonization?




Learning Goal


6.1.8.B.2.a

6.1.8.B.2.b

6.1.8.C.2.a

6.1.8.C.2.b

6.1.8.C.2.c

6.1.8.D.2.a

6.1.8.D.2.b

Physical features and climate influence

settlement, land use, and economy.

The British, Dutch, Spanish, French, and

Swedes set up colonies in different areas

with different belief systems and forms of

government.

There were many conflicts among Native

Americans, colonists, the British, and the

French.

How did geography affect settlement?

What were the issues that caused conflict in

colonial America?

What are the differences among the colonists from

various European countries?

Skills Key Content

Determine the roles of religious freedom and

participatory government in various North American

colonies. 6.1.8.A.2.a

Explain how and why early government structures

developed, and determine the impact of these early

structures on the evolution of American politics and

institutions. 6.1.8.A.2.b

2. Colonization and Settlement

The colonists adapted ideas from their European

heritage and from Native American groups to develop

new political and religious institutions and economic

systems.

The slave labor system and the loss of Native American




Skills Key Content

Explain how race, gender, and status affected social,

economic, and political opportunities during Colonial

times. 6.1.8.A.2.c

Determine factors that impacted emigration, settlement

patterns, and regional identities of the colonies.

6.1.8.B.2.a

Compare and contrast how the search for natural

resources resulted in conflict and cooperation among

European colonists and Native American groups in the

New World.6.1.8.B.2.b

Relate slavery and indentured servitude to Colonial

labor systems. 6.1.8.C.2.a

Explain the system of mercantilism and its impact on the

economies of the colonies and European countries.

6.1.8.C.2.b

Analyze the impact of triangular trade on multiple

nations and groups. 6.1.8.C.2.c

Analyze the power struggle among European countries,

lives had a lasting impact on the development of the

United States and American culture.




Skills Key Content

and determine its impact on people living in Europe and

the Americas.6.1.8.D.2.a

Compare and contrast the voluntary and involuntary

migratory experiences of different groups of people, and

explain why their experiences differed. 6.1.8.D.2.b

Era: Revolution and the New Nation (1754-1820s) Learning Goal


6.1.8.A.3.a

6.1.8.A.3.b

6.1.8.A.3.c

6.1.8.A.3.d

6.1.8.A.3.e

6.1.8.A.3.f

6.1.8.A.3.g

6.1.8.B.3.a

6.1.8.B.3.b

6.1.8.B.3.c

The Declaration of Independence, the

Constitution, and other key documents

serve as the foundation of the United

States government today.

Wars between England and France caused

difficulties for colonists.

New Jersey was the crossroads of the

American Revolution.

What were the founding documents of the United

States government?

How did the wars between England and France

cause trouble for the colonists?

Why was New Jersey’s location so important

during the Revolutionary War?




Learning Goal


6.1.8.B.3.d

6.1.8.C.3.a

6.1.8.C.3.b

6.1.8.C.3.c

6.1.8.D.3.a

6.1.8.D.3.b

6.1.8.D.3.c

6.1.8.D.3.d

6.1.8.D.3.e

6.1.8.D.3.f

6.1.8.D.3.g

Taxes and government regulations can

affect economic opportunities.

The American Revolution had many

causes and consequences.

How do government regulations influence the

economy?

What were the causes of the American Revolution?

What were some of the results of the American

Revolution?

Skills Key Content

Examine the ideals found in the Declaration of

Independence, and assess the extent to which they were

fulfilled for women, African Americans, and Native

Americans during this time period. 6.1.8.A.3.a

Evaluate the effectiveness of the fundamental principles

of the Constitution (i.e., consent of the governed, rule of

Revolution and the New Nation

Disputes over political authority and economic issues

contributed to a movement for independence in the

colonies.

The fundamental principles of the United States




Skills Key Content

law, federalism, limited government, separation of

powers, checks and balances, and individual rights) in

establishing a federal government that allows for growth

and change over time.6.1.8.A.3.b

Determine the role that compromise played in the

creation and adoption of the Constitution and Bill of

Rights.6.1.8.A.3.c

Compare and contrast the Articles of Confederation and

the United States Constitution in terms of the decision-

making powers of national government.6.1.8.A.3.d

Determine why the Alien and Sedition Acts were

enacted and whether they undermined civil

liberties.6.1.8.A.3.e

Explain how political parties were formed and continue

to be shaped by differing perspectives regarding the role

and power of federal government.6.1.8.A.3.f

Evaluate the impact of the Constitution and Bill of

Rights on current day issues.6.1.8.A.3.g

Assess how conflicts and alliances among European

countries and Native American groups impacted the

Constitution serve as the foundation of the United States

government today.




Skills Key Content

expansion of the American colonies. 6.1.8.B.3.a

Determine the extent to which the geography of the

United States influenced the debate on representation in

Congress and federalism by examining the New Jersey

and Virginia plans.6.1.8.B.3.b

Use maps and other geographic tools to evaluate the

impact of geography on the execution and outcome of

the American Revolutionary War. 6.1.8.B.3.c

Explain why New Jersey’s location played an integral

role in the American Revolution. 6.1.8.B.3.d

Explain how taxes and government regulation can affect

economic opportunities, and assess the impact of these

on relations between Britain and its North American

colonies.6.1.8.C.3.a

Summarize the effect of inflation and debt on the

American people and the response of state and national

governments during this time.6.1.8.C.3.b

Evaluate the impact of the cotton gin and other

innovations on the institution of slavery and on the

economic and political development of the country.




Skills Key Content

6.1.8.C.3.c

Explain how the consequences of the Seven Years War,

changes in British policies toward American colonies,

and responses by various groups and individuals in the

North American colonies led to the American

Revolution.6.1.8.D.3.a

Explain why the Declaration of Independence was

written and how its key principles evolved to become

unifying ideas of American democracy. 6.1.8.D.3.b

Analyze the impact of George Washington as general of

the American revolutionary forces and as the first

president of the United States.6.1.8.D.3.c

Analyze how prominent individuals and other nations

contributed to the causes, execution, and outcomes of

the American Revolution.6.1.8.D.3.d

Examine the roles and perspectives of various

socioeconomic groups (e.g., rural farmers, urban

craftsmen, northern merchants, and southern planters),

African Americans, Native Americans, and women

during the American Revolution, and determine how




Skills Key Content

these groups were impacted by the war. 6.1.8.D.3.e

Analyze from multiple perspectives how the terms of

the Treaty of Paris affected United States relations with

Native Americans and with European powers that had

territories in North America.6.1.8.D.3.f

Evaluate the extent to which the leadership and

decisions of early administrations of the national

government met the goals established in the Preamble of

the Constitution.6.1.8.D.3.g

Era: Expansion and Reform (1801-1861) Learning Goal


6.1.8.A.4.a

6.1.8.A.4.b

6.1.8.A.4.c

6.1.8.B.4.a

6.1.8.B.4.b

Westward Expansion was a result of

economics.

Manifest Destiny was the belief that

America should grow from the Atlantic to

the Pacific.

The Louisiana Purchase was acquired

from France and expanded the United

States to the Rocky Mountains.

How did cheap land encourage Westward

migration?

How were the beliefs of Manifest Destiny achieved

by war, purchase, and annexation?

What was the value of the Louisiana Purchase?




Learning Goal


6.1.8.C.4.a

6.1.8.C.4.b

6.1.8.C.4.c

6.1.8.D.4.a

6.1.8.D.4.b

6.1.8.D.4.c

Lewis and Clark led the exploration of the

new lands.

New inventions and modes of

transportation significantly improved

communication, travel, and movement of

goods.

The invention of the cotton gin influenced

the growth of slavery.

Industrial growth, increased immigration,

and the expansion of slavery intensified

regional tensions.

What did the Lewis and Clark expedition reveal?

How did canals, railroads, telegraphs, and other

inventions impact society?

Why did the plantation system rely on slave labor?

What issues began to cause tension between the

North and the South?

Skills Key Content

Explain the changes in America’s relationships with

other nations by analyzing policies, treaties, tariffs, and

agreements. 6.1.8.A.4.a

Analyze how the concept of Manifest Destiny

influenced the acquisition of land through annexation,

diplomacy, and war.6.1.8.A.4.b

Expansion and Reform

Westward movement, industrial growth, increased

immigration, the expansion of slavery, and the

development of transportation systems increased

regional tensions.




Skills Key Content

Assess the extent to which voting rights were expanded

during the Jacksonian period.6.1.8.A.4.c

Assess the impact of the Louisiana Purchase and

western exploration on the expansion and economic

development of the United States.6.1.8.B.4.a

Map territorial expansion and settlement, as well as the

locations of conflicts with and removal of Native

Americans.6.1.8.B.4.b

Analyze the debates involving the National Bank,

uniform currency, and tariffs, and determine the extent

to which each of these economic tools met the economic

challenges facing the new nation. 6.1.8.C.4.a

Explain how major technological developments

revolutionized land and water transportation, as well as

the economy, in New Jersey and nation.6.1.8.C.4.b

Analyze how technological innovations affected the

status and social class of different groups of people, and

explain the outcomes that resulted.6.1.8.C.4.c

Analyze the push-pull factors that led to increases in




Skills Key Content

immigration, and explain why ethnic and cultural

conflicts resulted.6.1.8.D.4.a

Explore efforts to reform education, women’s rights,

slavery, and other issues during the Antebellum period.

6.1.8.D.4.b

Explain the growing resistance to slavery and New

Jersey’s role in the Underground Railroad.6.1.8.D.4.c

Era: Civil War and Reconstruction (1850-1877) Learning Goal


6.1.8.A.5.a 6.1.8.A.5.b

6.1.8.B.5.a

6.1.8.C.5.a

6.1.8.D.5.a

The Emancipation Proclamation freed

slaves in the Southern states that were still

at war.

New Jersey played an important role in the

Underground Railroad.

Conflict grew between Northern

abolitionists and Southern supporters of

slavery.

What did the Emancipation Proclamation do?

How did the Underground Railroad function?

How did the differences in economy and beliefs

about slavery cause conflict between the North and

the South?




Learning Goal


6.1.8.D.5.b

6.1.8.D.5.c

6.1.8.D.5.d

There were many causes for the Civil War.

Women and African Americans were part

of the war effort on both sides.

The Reconstruction had a lasting impact

on the development of the United States.

Why was the nation divided?

What roles did women and African Americans play

in the Civil War?

How did the Reconstruction impact American

society?

Skills Key Content

Explain how and why the Emancipation Proclamation

and the Gettysburg Address continue to impact

American life.6.1.8.A.5.a

Compare and contrast the approaches of Congress and

Presidents Lincoln and Johnson toward the

reconstruction of the South.6.1.8.A.5.b

Determine the role of geography, natural resources,

demographics, transportation, and technology in the

progress and outcome of the Civil War.6.1.8.B.5.a

Assess the human and material costs of the Civil War in

the North and South.6.1.8.C.5.a

5. Civil War and Reconstruction

The Civil War resulted from complex regional

differences involving political, economic, and social

issues, as well as different views on slavery.

The Civil War and Reconstruction had a lasting impact

on the development of the United States.




Skills Key Content

Analyze the economic impact of Reconstruction on the

South from different perspectives.6.1.8.C.5.b

Prioritize the causes and events that led to the Civil War

from different perspectives.6.1.8.D.5.a

Analyze critical events and battles of the Civil War and

determine how they contributed to the final outcome of

the war. 6.1.8.D.5.b

Examine the roles of women, African Americans, and

Native Americans in the Civil War. 6.1.8.D.5.c

Analyze the effectiveness of the 13th, 14th, and 15th

Amendments to the United States Constitution from

multiple perspectives.6.1.8.D.5.d

6.1 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and

systematically about how past interactions of people, cultures, and the environment affect issues across time and

cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically

responsible world citizens in the 21st century.




Please Note: The content included in Standard 6.2 is to be addressed by the end of 8th

Grade. While this content

is not included as a standard of measure by the end of Grade 5, the general concepts are addressed. The standard

included to support topics such as diversity, cultures, traditions, and building community, as well as in the

discovery of a historical perspective of elements of American History.

6.2 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed

citizens who value diversity and promote cultural understanding by working collaboratively to address the

challenges that are inherent in living in an interconnected world.

Learning Goal


6.3.8.A.1

6.3.8.A.2

6.3.8.A.3

6.3.8.B.1

6.3.8.C.1

6.3.8.D.1

Citizen participation can impact

communities.

Citizens in a democratic society have

rights and responsibilities.

How can citizens effectively participate in the

government process?

What are the rights and responsibilities of citizens?

Skills Key Content

Deliberate on a public issue affecting an upcoming

election, consider opposing arguments, and develop a

reasoned conclusion. 6.3.8.A.1

Active citizens in the 21st century: • Recognize the causes and effects of prejudice on

individuals, groups, and society.

• Recognize the value of cultural diversity, as well as




Skills Key Content

Participate in a real or simulated hearing to develop a

legislative proposal that addresses a public issue, and

share it with an appropriate legislative body (e.g., school

board, municipal or county government, state

legislature). 6.3.8.A.2

Collaborate with international students to deliberate

about and address issues of gender equality, child

mortality, or education. 6.3.8.A.3

Evaluate alternative land use proposals and make

recommendations to the appropriate governmental

agency regarding the best course of action. 6.3.8.B.1

Contact local officials and community members to

obtain information about the local school district or

municipal budget and assess budget priorities. 6.3.8.C.1

Engage in simulated democratic processes (e.g.,

legislative hearings, judicial proceedings, elections) to

understand how conflicting points of view are addressed

in a democratic society. 6.3.8.D.1

the potential for misunderstanding.

• Critically analyze media to assess different viewpoints

and detect bias, opinion, and stereotypes.

• Listens open-mindedly to views contrary to their own. • Collaboratively develop and practice strategies for

managing and resolving conflict.

• Demonstrate understanding of democratic values and

processes.

• Recognize that the actions or inactions of individuals,

groups, and nations can have intended and

unintended consequences.

• Challenge unfair viewpoints and behavior by taking

action.

• Make informed and reasoned decisions.

• Accept decisions that are made for the common good.




List of Thematic Units

SECTION I ......................................................................................................................................................................... Error! Bookmark not defined. SECTION II ........................................................................................................................................................................ Error! Bookmark not defined. SECTION III ....................................................................................................................................................................... Error! Bookmark not defined. SECTION IV ....................................................................................................................................................................... Error! Bookmark not defined.

LEBANON BOROUGH BOARD OF EDUCATION ................................................... Error! Bookmark not defined.

Introduction ....................................................................................................................................................................... 2 Social Studies Education in the 21st Century ................................................................................................................................................................. 3 Intent and Spirit of the Social Studies Standards ........................................................................................................................................................... 4 Revised Standards .......................................................................................................................................................................................................... 5 The Role of Essential Questions ..................................................................................................................................................................................... 6 A. Civics, Government, and Human Rights ................................................................................................................................................................. 6 B. Geography, People, and the Environment ............................................................................................................................................................. 6 C. Economics, Innovation, and Technology ................................................................................................................................................................ 6 D. History, Culture, and Perspectives ......................................................................................................................................................................... 6 Organization of the Standards ....................................................................................................................................................................................... 7

Statement of Philosophy .................................................................................................................................................. 11

Program Goals ................................................................................................................................................................. 11 By the end of Grade 3, students will be able to: .............................................................................................................................................................. 11 Grades 3 ........................................................................................................................................................................................................................... 12

Strand A: Civics, Government, and Human Rights ...................................................................................................................................................... 12 Grades 3 ........................................................................................................................................................................................................................... 16

Strand B: Geography, People, & Environment ............................................................................................................................................................ 16 Grades 3 ........................................................................................................................................................................................................................... 22

Strand C: Economics, Innovation, and Technology ..................................................................................................................................................... 22 Grades 3 ........................................................................................................................................................................................................................... 26

Strand D: History, Culture, and Perspectives .............................................................................................................................................................. 27 Grades 3 ........................................................................................................................................................................................................................... 31 Grade 3 ............................................................................................................................................................................................................................. 34

Era: Colonization and Settlement (1585-1763) ............................................................................................................................................................ 36 Era: Revolution and the New Nation (1754-1820s) .................................................................................................................................................... 41 Era: Expansion and Reform (1801-1861) .................................................................................................................................................................... 46 Era: Civil War and Reconstruction (1850-1877) .......................................................................................................................................................... 49

List of Thematic Units ...................................................................................................................................................................................................... 54 Content Scope and Sequence Grade Three Specific ........................................................................................................................................................ 55

Concepts of Community ............................................................................................................................................................................................... 56 Lebanon Borough as a Community .............................................................................................................................................................................. 56

Classroom Citizenship

Communities in the United States

People and Jobs in Different Communities

Local Governments

The National Government

Rights and Responsibilities of American Citizens

Geography and Environments of Communities

American Culture, including American Heroes, Heritage, Customs, and Traditions

Communities over Time

Geography of Lebanon Borough

History of Lebanon Borough, including famous personalities such as Yogi Berra, Larry Doby, and Buzz Aldrin

Lebanon Borough Today




Content Scope and Sequence

Grade Three Specific

The Lebanon Borough Social Studies Curriculum in elementary school embodies the structures that establish and

foster democratic principles of citizenship. The goal of the curriculum is to build a base of knowledge, establishing

the foundation for these principles. The spiraling of knowledge depends on this solid foundation. The teacher

should provide activities where a student of any ability has the opportunity to extend and expand knowledge.

The focus of the third grade curriculum is to develop concepts related to community. Students will develop an

understanding of Lebanon Borough and its people as well as different communities across the United States.

By using the NJSLS standards and strands as a guide, teachers should try to present a broad overview of the

concepts early on in the year. The key components of the four strands are:

Civics, Government, and Human Rights

Geography, People, and the Environment

Economics, Innovation, and Technology

History, Culture, and Perspectives

The standards are embedded into the textbook, Harcourt Horizons: People and Community. Additionally, these

concepts are addressed in the state-mandated Amistad, Holocaust, and 9/11 curricula which should be integrated

throughout the year. Initiatives on character education and bullying should be incorporated with studies of

citizenship. Cross-curricular concepts from all other subject areas should also be included in the Social Studies

curriculum through differentiation and activities.




Teachers should teach concepts identified for the grade level in order to promote consistency throughout the

district. The classroom teacher is encouraged to use flexibility and initiative in planning an integrated,

developmentally-appropriate curriculum, providing students access to diverse perspectives. The teacher has the

latitude to determine the sequence for teaching the curriculum. The teacher is encouraged to develop cooperative,

performance-based projects to build a basic understanding of content and reach across the disciplines. Concepts

overlap from third to fifth grade and are studied more in-depth in middle school. The elementary school teacher

needs to develop a basic understanding for the spiral of learning. The concepts for the year are:

Concepts of Community

Citizenship in school

Where people live and work as citizens

Past and present communities through history, including basic Native American community styles

Formation of communities through immigration connecting United States and the World

Development of economics through inventions and geographical features

Lebanon Borough as a Community

Past and present history, including Native Americans of Lebanon Borough

Geographical connections of Lebanon Borough

Citizenry of the community, including ethnic diversity and famous people

Development of government and economic base




Grade 3 Pacing Guide

Month

NJSLS

Enduring Understandings/

Essential Questions

Instructional

Objectives/Skills

Suggested Activities

District

Programs/Supplemental

Resources

Assessments

September

•Classroom

Citizenship,

including

bullying and

character

education

•Diversity in

Communities

•Civics,

Government,

and Human

Rights

•Seasonal and

Heritage

Month

Celebrations

6.1.4.A.1

6.1.4.A.2

6.1.4.A.9

6.1.4.A.11

6.3.4.A.1

6.3.4.D.1

Laws are developed by systems

of government to protect rights,

manage conflict, and create

order in a democratic society.

Individuals in a democratic

society have civic

responsibilities and

fundamental rights to seek

societal change.

In a democratic society, citizens

and government institutions

have certain roles and

responsibilities.

People can recognize the

contributions of diverse cultures

and appreciate how different

perspectives influence society.

SWBAT: Recognize how rules and

laws protect the rights of

people, help resolve

conflicts, and promote

the common good.

Understand the

importance of citizens

exercising their civic

responsibilities at the

community, state,

national, and global

levels.

Evaluate what makes a

good rule or law.

Identify actions that are

unfair or discriminatory,

such as bullying, and

propose solutions to

address such actions.

Brainstorm ways to

be a good citizen in

the classroom, the

school, the Lebanon

Borough

community, and the

nation.

Have a discussion

about respect,

bullying, fair versus

unfair, and other

concepts of character

education.

Design posters that

show traits of good

character and

classroom

citizenship.

Create a list of

classroom rules that

reflect rights and

responsibilities.

Harcourt Horizons: People

and Communities, Chapter 1,

Communities Are People,

audio CD, & Harcourt

website,

www.harcourtschool.com/

menus/auto/20/211.html

Brain Pop: Bullying http://www.brainpop.com/

socialstudies/

Amistad Curriculum www.njamistadcurriculum.

com/

Caring Makes a Difference:

Holocaust Curriculum,

Grade 3 begins on page 30

www.state.nj.us/education/ holocaust/curriculum/

9/11 Curriculum, page E-1

https://sites.google.com/ site/the4 actioninitiative/

*Additional websites are

listed in Section IV.

-Teacher

observations

during

discussions

-Writing

activities about

rules, laws, and

citizenship

-Posters

demonstrating

classroom

citizenship and

character

education

-Compilation of

classroom rules

and

responsibilities

http://www.harcourtschool.com/%20menus/auto/20/211.html



http://www.brainpop.com/%20socialstudies/






https://sites.google.com/%20site/the4%20actioninitiative/






Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

October

•Life in

Communities

•Geography,

Environment,

and People in

Different

Communities

•Map Skills

• Seasonal and

Heritage

Month

Celebrations

6.1.4.B.2

6.1.4.B.3

6.1.4.B.4

6.1.4.B.7

6.1.4.B.8

Geography, climate, and natural

resources affect the way people

live and work.

Maps and globes reflect history,

politics, and economics.

Physical and political maps are

used to show major cities,

regions, and geographical

features of New Jersey, the

United States, and the world.

There is a relationship between

the consumption and

conservation of natural

resources.

The environment is affected by

the way people use the land and

natural resources.

SWBAT: Understand the

difference between

physical and political

maps and use them to

locate continents,

countries, cities and

states, and major

landforms.

Become familiar with

using map tools,

including a compass

rose, symbols on a map

key, and a map scale.

Describe how landforms,

climate and weather, and

availability of resources

have impacted where and

how people live and

work.

Explain why some

locations in New Jersey

and the United States are

more suited for

settlement than others.

Compare ways people

choose to use and divide

natural resources.

Design your own

community and draw

a map showing

homes, parks, and

businesses. Include

a map key and a

compass rose.

Make a postcard of a

place in Lebanon

Borough, such as a

museum or park,

where a family

would go to have

fun. Include a

picture of the place

and a description.

Create a booklet that

highlights different

service workers in

communities.

Find lessons and

activities to

acknowledge

seasonal events,

heritage months, and

special celebrations

on the Education

World site: www.

educationworld.com/

holidays/.


and Communities, Chapter 2,

Communities are Places,


website, http://



Atlases and Globes

Map of the Lebanon

Borough Community,

www. Lebanon Boroughnjusa.org/dm

documents/street_map.pdf

Brain Pop: Geography http://www.brainpop.com/

socialstudies/

Google Earth http://www.google.com/

earth/index.html

Google Maps

https://maps.google.com/



-Questions and

performance

activities from

Chapter 1 in

Harcourt

Horizons

-Teacher

observations

during map and

geography

discussions and

activities

-Test or quiz

about life in

communities

-Accuracy of

community maps

-Rubrics and

checklists for

Lebanon

Borough

postcards and/or

booklet of service

workers

-Exit slips

http://www.educationworld.com/holidays/





http://www.harcourtschool.com/

http://www.harcourtschool.com/

http://www.montclairnjusa.org/dmdocuments/street_map.pdf








http://www.google.com/%20earth/index.html







Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

November

•Government

in Local

Communities

•Community

Leaders, Laws,

and Services

•Economy,

Innovations,

and

Technology

•Branches and

Levels of

Government

•Our Nation’s

Government

• Seasonal and

Heritage

Month

Celebrations

6.1.4.A.3

6.1.4.A.4

6.1.4.A.5

6.1.4.A.6

6.1.4.A.7 6.1.4.C.6

6.1.4.C.9

6.1.4.C.15

Systems of government are

created to balance the rights and

responsibilities of citizens.

Each branch of government

carries out specific functions to

meet the needs of the common

good.

Economic systems are

structured to meet the needs and

wants of different societies.

Financial decisions of

individuals can impact society

as a whole.

Geography, availability of

resources, and transportation

affect the economy.

SWBAT: Distinguish the roles of

elected representatives

and the responsibilities

of the three branches of

the government.

Explain how national and

state governments share

power in the federal

system of government

and how the United

States Constitution

defines and limits the

power of government.

Describe the role and

relationship among

households, businesses,

laborers, and

governments within the

economic system.

Compare how access to

and use of resources

affects people across the

world differently.

Describe how the

development of different

transportation systems

impacted the economy.

Create a poster to

promote voting in

Lebanon

Borough.

Hold a class

election.

Find a community

issue or feature in

the Lebanon

Borough Times.

Discuss viewpoints

and write an editorial

about the topic to

share with the class.

Write questions that

you would like to

ask a community

leader. Conduct a

mock interview with

a partner.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.


and Communities, Unit 2,

Citizenship and Government,


website,



Scholastic News

http://magazines.scholastic.

com/election-2012

Brain Pop-Voting

http://www.brainpop.com/

socialstudies/

Amistad Curriculum

www.njamistadcurriculum.

com/




www.state.nj.us/education/

holocaust/curriculum/

9/11 Curriculum, page E-1

https://sites.google.com/

site/the4 actioninitiative/



-Evaluation of

voting poster

Teacher

observations

during

discussions and

activities

-Rubric or

checklist for

editorials and

mock interview

-Test or quiz

-Performance

questions from

Unit 2 in

Harcourt

Horizons

-Exit slips









http://magazines.scholastic/

http://magazines.scholastic/













Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

December

•Geography of

Different

Communities

•Physical

Features

•Human

Features

• Seasonal and

Heritage

Month

Celebrations

6.1.4.B.6

6.1.4.B.10

6.1.4.D.4

6.1.4.D.5

6.1.4.D.8

6.1.4.D.9

Geography influences needs,

culture, opportunities, choices,

interests, and skills.

Location impacts the economy

and culture of an area.

People are affected by

environmental, economic,

social, cultural, and civic

concerns.

Events and actions of the past

impact the present and the

future.

Many historical events,

documents, and figures have

helped shape the culture of New

Jersey and the United States.

It is important to learn about

diverse cultures and respect the

differences of others.

SWBAT: Compare and contrast

characteristics of regions

in the United States

based on culture,

economics, politics, and

physical environment to

understand the concept

of regionalism.

Explain how maps and

demographic tools can be

used to understand

tangible and intangible

cultural differences.

Explain how key events

led to the creation of the

United States.

Recognize key historical

documents, such as the

Declaration of

Independence, the United

States Constitution, and

the Bill of Rights.

Determine the

significance of New

Jersey’s role in the


Make a Venn

Diagram to compare

and contrast the

geography and

climate of Lebanon

Borough with

another community.

Discuss physical and

human features

found in town.

Write a paragraph

describing a favorite

place in Lebanon

Borough and

illustrate it.

Draw a map of the

school playground or

a town park. Label

physical and human

features.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.



Communities are

Everywhere, audio CD, &

Harcourt website,



Discovery Education

www.discoveryeducation.

com/search/page/k-5/ socialstudies/-/-/index.cfm

Brain Pop: Winter Holidays,

www.brainpop.com/

socialstudies

Amistad Curriculum www.njamistadcurriculum.

com/



Grade 3 begins on page 30 www.state.nj.us/education/


9/11 Curriculum, page E-1 https://sites.google.com/




-Checklist for

Venn Diagram

-Rubric for

writing activity

about a place in

Lebanon

Borough

-Teacher

observations

during

discussions and

activities

-Evaluation of

playground or

park map

-Test or quiz

-Performance

questions from

Unit 3 in

Harcourt

Horizons

-Exit slips




















Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

January

•Lebanon

Borough

in Ancient

Times

•Land and

Geography

•Native

Americans

•Early

Communities

6.1.4.B.5

6.1.4.B.7

6.1.4.C.16

6.1.4.D.1

6.1.4.D.2

6.1.4.D.10

Geography influences needs,

culture, opportunities, choices,

interests, and skills.

There is a relationship between

the consumption and

conservation of natural

resources.

Ideas and decisions made in the

past influence the present.

Many groups and individuals in

history have influenced modern

life in New Jersey and the

United States.

Culture affects one’s individual

identity and belief system.

SWBAT: Describe how humans

have changed the land

over time.

Explain why some

locations in New Jersey

and the United States are

more suited for


Explain how creativity

and innovation resulted

in scientific achievement

and inventions in many

cultures during different

historical periods.

Determine the impact of

European colonization on

Native American

populations, including

the Lenni Lenape of New

Jersey.

Describe how the

influence of Native

American groups

appeared in different

regions of New Jersey.

Sketch the land as it

was in prehistoric

times. Compare it to

the land today.

Visit the Lebanon

Borough Art

Museum to see the

Native American art

exhibit. Create your

own pieces of

Native American art.

Make a 3-D replica

of early housing

used by Native

Americans or by

Dutch or English

settlers.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.

Lebanon Borough…My

Home Town, An Integrated

Third Grade Social Studies

Text and Activities, published

by the Lebanon Borough

Public School

Lebanon Borough Historical

Society,

http://Lebanon

Boroughhistorical.org/

Lebanon Borough, New

Jersey,

www.Lebanon

Boroughnjusa.org/

Amistad Curriculum,


com/


Grades K-4 Holocaust

Curriculum,

3rd Grade begins on p. 30,


9/11 Curriculum, begins on

page E-1, https://sites.

google.com/site/the4

actioninitiative/



-Project rubrics

and checklists

-Presentations of

Native American

artwork or

housing replicas

-Map activities

-Test or quiz

-Activities found

in Lebanon

Borough… My

Home Town

-Teacher

observations






http://montclairhistorical.org/


http://www.montclairnjusa.org/


http://www.state.nj.us/education/





Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

February

•Lebanon

Borough in

Colonial

Times

•Revolutionary

War

•Economic

Development

6.1.4.B.4

6.1.4.C.1

6.1.4.C.2

6.1.4.D.2

6.1.4.D.4

6.1.4.D.8



live and work.




concerns.

Decisions concerning the

allocation and use of economic

resources impact individuals

and groups.

Many groups and individuals in

history have influenced modern

life in New Jersey and the

United States.

Events and actions of the past

impact the present and the

future.

SWBAT: Describe how landforms,

climate and weather, and

availability of resources

have impacted where and

how people live.

Evaluate individuals’

economic decisions and

distinguish between

needs and wants.

Summarize reasons why

various groups,

voluntarily and

involuntarily,

immigrated to New

Jersey and America, and

describe the challenges

they encountered.

Explain how key events

led to the creation of the

United States and the

state of New Jersey.

Determine the

significance of New

Jersey’s role in the


Visit the Crane

House or Lebanon

Borough Historical

Society to learn

about colonial life

in Lebanon

Borough.

Write a skit to show

family life in

colonial times.

Pretend you own a

business in colonial

times. Make two

lists about what you

need and what you

could trade. Discuss

the exchange.

Write a journal entry

as a soldier in

Washington’s army.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.






Public School


Society,

http://Lebanon


Lebanon Borough, New Jersey, http://www.Lebanon

Boroughnjusa. org/

Amistad Curriculum,


com/



Curriculum, 3rd Grade

begins on p. 30,




page E-1,





-Skits about

colonial life

-Class

discussions

-Evaluation of

journal entry

-Test or quiz

-Activities found

in Lebanon

Borough… My

Home Town

-Teacher

observations
















Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

March •Growth of

Lebanon

Borough

•Residents and

Famous

Figures from

Lebanon

Borough

•Community

Services,

Parks, and

Education

•Lebanon

Borough

Today

6.1.4.B.9

6.1.4.C.5

6.1.4.C.9

6.1.4.C.12

6.1.4.C.17 6.1.4.D.11

6.3.4.A.2

6.3.4.A.3



affect the economy.

Local, national, and

international relationships are

affected by economic

transactions.

Economic systems are

structured to meet the needs and

wants of different societies.



as a whole.


interpretation of historical

events and current issues.

In a democratic society, citizens

and government institutions

have certain roles and

responsibilities.

SWBAT: Determine the role of

science and technology

in the transition from an

agricultural society to an

industrial society.

Explain the role of

specialization in the

production and exchange

of goods and services.

Compare and contrast

how access to and use of

resources affects people.

Evaluate the impact of

ideas, inventions, and

other contributions of

prominent figures who

lived New Jersey.

Determine how local and

state communities have

changed over time, and

explain the reasons for

changes.

Contact community

members to acquire

information about local

issues.

Compare changes in

transportation over

time. Make a

timeline poster to

show these changes.

Write a biography

project or create a

wax museum about

notable people from

Lebanon Borough.

Design a new town

park. Make a visual

representation of

your design.

Take a bus tour of

Lebanon Borough

to see different

community sites.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.






Public School


Society,

http://Lebanon


Lebanon Borough, New Jersey, http://www.Lebanon

Boroughnjusa. org/

Amistad Curriculum,


com/



Curriculum,

3rd Grade begins on p. 30,



page E-1,





-Rubric for

timeline poster

-Presentations of

biography or wax

museum projects

-Map activities

-Test or quiz

-Activities found

in Lebanon

Borough… My

Home Town

-Teacher

observations
















Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

April •Many Kinds

of People

•American

Culture

6.1.4.A.14

6.1.4.D.12

6.1.4.D.15

6.1.4.D.16

6.1.4.D.17 6.1.4.D.18

6.3.4.D.1

Nations must work together to

solve problems that affect

diverse communities in the

global society.




Looking at multiple viewpoints

can alter beliefs and open up

avenues to create change.

People can recognize the

contributions of diverse cultures

and appreciate how different

perspectives influence society.

SWBAT: Describe how the world

is divided into many

nations that have their

own governments,

customs, and traditions.

Recognize how people

from New Jersey and

other regions of the

United States contributed

to the American heritage.

Understand how various

cultural groups have

dealt with the conflict

between maintaining

traditional beliefs and

practices and adopting

new ways of life.

Explain the role of

historical symbols,

monuments, and holidays

and how they affect the

American identity.

Discover how a person’s

beliefs, values, and

traditions may reflect

more than one culture.

Celebrate cultural

diversity. Interview

family members and

write a report about

your own cultural

heritage.

Write about your

favorite holiday or

family tradition.

Design a poster that

Reflects these

customs.

Choose a person

who has made a

difference in a

community. Work

in teams to create

brochures about

these heroes.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.



Many Kinds of People, audio

CD, & Harcourt website,



Discovery Education



BrainPop: Culture

www.brainpop.com/social studies/culture/

Amistad Curriculum


com/



Grade 3 begins on page 30 www.state.nj.us/education/






-Cultural heritage

reports

-Checklist for

posters about

family traditions

-Rubric for

community

heroes brochure

-Teacher

observations

during

discussions and

activities

-Test or quiz

-Performance

questions from

Unit 4 in

Harcourt

Horizons

-Exit slips









http://www.brainpop.com/social%20studies/culture/












Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

May

•Communities

Over Time

•Learning

About the Past

•Communities

in Ancient

Times

6.1.4.A.3

6.1.4.A.9

6.1.4.A.15

6.1.4.B.2

6.1.4.C.16 6.1.4.D.11

6.1.4.D.16

Systems of government are

created to balance the rights and

responsibilities of citizens.

Individuals in a democratic

society have civic

responsibilities and

fundamental rights to seek

societal change.

Nations must work together to

solve problems that affect

diverse communities in the

global society.



affect the economy, the way

people live, and their work.




Looking at multiple viewpoints

can alter beliefs and open up

avenues to create change.

SWBAT: Recognize how people

and governments have

responded to violations

of fundamental rights.

Explain how and why it

is important that people

from diverse cultures

collaborate to find

solutions to community

and global challenges.

Determine how local and

state communities have

changed over time, and

explain the reasons for

changes.

Describe how

stereotyping and

prejudice can lead to

conflict, using examples

from the past and

present.

Discuss how laws

have changed to

respect the rights of

all people.

Research a Native

American tribe.

Bring a picture,

object, legend, or

other artifact and

make a display of

early cultures.

Make a “Then” and

“Now” diorama to

illustrate how

communities have

changed over time.

Design an ad for an

American invention.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.



Communities Over Time,


website,



Discovery Education



Amistad Curriculum


com/










-Teacher

observations

during

discussions and

activities

-Diorama rubric

-Checklist for

invention

advertisement

-Test or quiz

-Performance

questions from

Unit 5 in

Harcourt

Horizons

-Exit slips


















Month

NJSLS


Essential Questions

Instructional

Objectives/Skills


District


Resources

Assessments

June

•People

Working in a

Community

•Making and

Selling

Products

•Producers and

consumers

•Creating a

Personal

Budget

6.1.4.B.1

6.1.4.B.9

6.1.4.C.5

6.1.4.C.13

6.1.4.C.15

6.1.4.C.18



live and work.




concerns.

Local, national, and

international relationships are

affected by economic

transactions.



as a whole.

Contributions of inventors and

entrepreneurs influence society

and the economy.

Scientific and technological

developments affect people’s

lives, the environment, and

transform societies.

SWBAT: Compare and contrast

information that can be

found on different types

of maps, and determine

when the information

may be useful.

Describe how the

development of different

transportation systems

impacted the economies

of New Jersey and the

United States.

Explain the role of

specialization in the

production and exchange

of goods and services.

Determine the qualities

of entrepreneurs.

Explain how the

development of

communications systems

has led to increased

collaboration and the

spread of ideas

throughout the United

States and the world.

Make a map that

shows when New

Jersey became a

state. Use other

colors to show ones

that became states

before and after New

Jersey.

Write a paragraph

explaining the

importance of

transportation

systems in our town.

Visit entrepreneurs

in the community

and ask them to

share their

experiences.

Find lessons and

activities to

acknowledge

seasonal events,



on the Education

World site: www.

educationworld.com/

holidays/.



People Working in a

Community, audio CD, &

Harcourt website,



Discovery Education



Amistad Curriculum


com/










-Teacher

observations

during

discussions and

activities

-Map activities

-Checklist for

opinion

paragraph about

transportation

-Test or quiz

-Performance

questions from

Unit 6 in

Harcourt

Horizons

-Exit slips


















Common Rubrics

Social Studies Research Project: Group Project Cooperation Rubric

Name Date

Contributions

to group

Need work

15 points each

Good

20 points each

Excellent

25 points each

Score

Research & gather

information

Collects little information-

most doesn’t relate to the

assigned topics

Collects the basic

information—most relates

to the assigned topics

Collects a great deal of

information—all relates to

the assigned topics.

Share information with

group

Relays very little

information to the group—

most does not relate to the

assigned topics

Relays the basic

information needed to the

group—most relates to the

assigned topics

Relays a great deal of

information to the group—

all relates to the assigned

topic.

Completes work on time

(Teacher develops a time

frame for assignments

Does not compete

assignments in the allotted

time period

Completes most of the

assignments within the

allotted time period.

Completes all assignments

within the allotted time

period.

Cooperates with other

group members

Rarely allows other group

members to give input,

doesn’t consider views of

teammates and/or argues

with teammates

Listens to other group

members, but sometimes

talks too much, usually

considers all views of

teammates and/or rarely

argues.

Listens and speaks a fair

amount, helps team reach a

fair decision, and/or never

argues with teammates.

http://www.sachem.edu/dept/sd/American%20revolution/powerpoint%20evaluation.pdf

http://www.sachem.edu/dept/sd/American%20revolution/powerpoint%20evaluation.pdf




Community Map Rubric

Name _ Date

Project Title _

1+Needs Improvement

2=Fair

3=Satisfactory

4=Good

5=Excellent

1 2 3 4 5 Quality of Ideas: Gathers and organizes appropriate physical attributes and structures of a rural, urban, or suburban

community.

1 2 3 4 5 Expressions of Ideas: Draws a map that serves as a representation of places, physical features, and objects, and

displays and understanding of their purposes.

1 2 3 4 5 Content: Included examples of community production (stores, farms, offices, etc.), transportation (roads, railways,

etc.), goods and services (banks, School, firehouses, etc.), and housing (homes, apartments, etc.)

1 2 3 4 5 Presentation Creativity: Interprets graphic representation of data.

1 2 3 4 5 Interpretation: Uses map to find information.

Comments:

http://www.hansonclass.org/mapping.html

http://www.hansonclass.org/mapping.html




State Project Rubric: Getting to Know My State

Points Page Information 2 1 0

1 State Capital (spelled correctly) Spelled correctly Attempted None

1 State Nickname & Meaning (How it got that nickname)

Name and Meaning Name Only None

1 Map of U.S. with bordering states colored

yellow and your state colored red Bordering states and your

state colored

1 of 2 None

2 Hand Drawn Map (1) Clear outline of the

state, (2) major cities, (3) physical land & water

features included

2 of the 3 Less than

2 of the 3

2 Double Point Value for Map Same as Above Same as Above Same as

Above

3 Name of your state governor with a labeled photo of the governor

Label and photo 1 of 2 None

3 Name and photo of both U.S. Senators from your state

3 Senator #1 Label and Photo 1 of 2 None

3 Senator #2 Label and Photo 1 of 2 None

3 Number of U.S. House Members representing your state in the House of Representatives

Correctly Identified Attempted Not Identified

4 Picture of your state flag Correctly Identified Attempted None

4 Picture of your state seal (could be known as your state’s “Great Seal”

Correctly Identified Attempted None

4 Parent Signature: you read the description of the state seal

Parent Signature No Signature

4 In your own words, describe each of 3 symbols or elements shown in your state seal.

4 Seal symbol or element # 1 Description & Meaning 1 of 2 None



5 Five State Symbols of your choice,

accompanied by labels and pictures of your

symbols

5 Symbol 1 Label, Picture 1 of 2 None





40/40 = 100%




Social Studies Biography Project Unit

This rubric will be used on the Social Studies Biography poster project.

Multiply your final score by 5 to calculate your grade.

mrparmele.com/projectrubric.doc

Criteria (based on the assignment description) 1 2 3 4 Points

Format Proper format is not

followed at all.

3 components

missing or

incomplete

1 or 2 components

missing or

incomplete

Proper format

followed as

explained in the

assignment

description

Completion The poster is

completed, but is

three – four days

late

The poster is

completed, but is

two days late.

The poster is

completed, but is

one day late.

All of the

assignment is

completed on time.

Content The facts are correct

on less than half of

the poster. No

Photo.

The facts are correct

on half of the poster.

No photo.

The facts are correct

on all but one part

of the poster. No

photo.

The facts are all

correct.

Source

Identification

Sources are non-

existent.

Some Sources are

present but are not

in the correct

format.

All sources are

listed, but are not in

the correct format.

All sources are

listed and are in the

correct format.

Presentation The poster is ripped,

wrinkled, or

otherwise poorly

presented. Sloppy

handwriting. Slang,

and/or poor

grammar are used.

The poster paper is

fine but the

handwriting is

sloppy and hard to

read. Grammar is

frequently poor.

The poster is in

good condition, and

the handwriting is

mostly readable.

No slang is used,

and the grammar is

generally good.

The poster is in

good condition, and

the handwriting is

readable. No slang.

Excellent grammar.

Final Score




Map Rubric

Exemplary Competent Basic Emerging

Labels

At least 90% of

items labeled and

located correctly.

80% of items labeled

and located correctly.

70% of items labeled

and located correctly.

Fewer than 70%

labeled and located

correctly.

Spelling /Cap

At least 90% of

spellings and

capitalizations

correct

At least 80% of

spelling and

capitalization correct

At Least 70% of

spelling and

capitalization

correct.

Less than 70% of

spelling and

capitalization correct

Neatness

All labels/features

can be easily read

Most labels /features

can be easily read

Some labels/features

can be easily read

Few labels /features

can be easily read

Title/Purpose

Title clearly reflects

purpose of the map

Title generally

reflects the purpose

of the map

Title somewhat

reflects the purpose

of the map

Title does not reflect

the purpose of the

map

Map

Features/Purpose

Map features clearly

reflects purpose

Map features

generally reflects

purpose

Map features

somewhat reflects

purpose

Map feature does not

reflect purpose

Key/Legend

Has a key/map that

uses all standard

symbols

Has a key/map that

uses most standard

symbols

Has a key/map that

uses some standard

symbols

No key or key that

uses non- standard

symbols

http://www.lessonplanbuilder.org/lessons/attachments/10061/assessplan/Social%20Studies%20Map%20Rubric.htm

http://www.lessonplanbuilder.org/lessons/attachments/10061/assessplan/Social%20Studies%20Map%20Rubric.htm




Map Making

Rubric

Student Name

Date

Map Key

1 2 3 4 The student has a partial

map key. Neatness is lacking Misspellings are evident. Symbols may

differ from those used on the map.

The student has most of the map key. Neatness may be lacking. Most spellings are correct.

Symbols are generally repeated on the map.

The student has a complete map key.

Neatness is evident. Most spellings are correct.

Symbols are generally repeated on the map

The student has a complete map key.

Neatness is exemplary. Symbols are lined up in neat rows to facilitate reading. Spellings are correct. Symbols are repeated on the map.

Accuracy

1 2 3 4 Objects are not placed

properly on the map and do not relate well to each other. Symbols are not

easy to read and may not make sense.

Objects on the map are in the general area but may not relate well to

each other. Most symbols are easy to

read and make sense.

Objects on the map are located appropriately. Symbols are rendered

neatly and make sense.

Objects on the map are located appropriately. Objects on the map relate well to each

other. There is attention to detail.

Symbols are rendered neatly and make sense.

Cardinal Directions

1 2 3 4 The compass rose is not placed properly on the map in relation to the

model. Some objects on the map may not be

placed properly in relation to the cardinal directions

The compass rose is placed properly on the map in relation to the

model. Some objects on the map may not be placed properly in

relation to the cardinal directions.

The compass rose is placed properly on the map in relation to the model. The objects on

the map are placed properly in relation to the

cardinal directions.

The compass rose is decorated and placed properly on the map in relation to the model.

The objects on the map are placed properly in relation to the cardinal

directions.

HTTP:/WWW.HANSONCLASS.ORG/MAPPING.HTML

http://www.hansonclass.org/MAPPING.HTML




Social Studies Research / Essay Project

Needs much work

Needs some more work 2 pts

Good job! 3 pts

Evidence that provides information Needs much work

Provides no sources, irrelevant and insufficient

Needs some more work

Provides one source

Good Job!

Provides at least two sources, relevant, and accurate delivery of information

Thesis/Understanding of topic Needs much work

Insufficient understanding presented in paper. Looks as though it was copied from source only


Limited understanding. Some starements taken exactly from the source

Good Job!

Competent understanding ……..the writing contains statements concluded by research of the topic and in the student’s own words

Writing Mechanics Needs much work

Many errors, words usage and grammar are below expectations for fifth grade


Some errors, word usage and grammar are acceptable

Good Job!

Few errors, words usage and grammar are of high quality




Enter Rubric Title

Poor

1pts

Fair

5 Pts

Good

10 Pts.

Accuracy Poor

The information given is not from

credible sources and/or is inaccurate

Fair

Most of the information is accurate.

Project contains some inaccuracies.

Good All the information given is from

credible sources and is accurate.

Creativity Poor

The project showed a lack of

creativity in the presentation of

information

Fair

The project was somewhat interesting

and creative in the presentation of

information

Good The project was interesting and

creative in the presentation of

information.

Quality of Information Relevant to

Topic

Poor

The project contains very little

information/visuals

Fair

The project contains a moderate

amount of information/visuals.

Different types of information/visuals

were not used.

Good

The project contains ample

information/visuals. A variety of

different types of information/visuals

were used.

Information Relevant to Topic Poor

Information provided was not relevant

to the topic

Fair

Some of the information provided

was not relevant to the topic.

Good

All information provided was relevant

to the topic.

Neat /Organized Poor

Project was disorganized and hard to

follow.

Fair

The project was moderately neat and

organized. Not all information was

organized in a logical manner.

Good

The project was neat and visually

appealing. Information was organized

in a logical manner.




21st Century Skills (The ones that apply to this unit are in bold)

Creativity & Innovation Critical Thinking & Problem Solving Communication & Collaboration Media Literacy Information Literacy


Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy




Career Ready Practices

Applicable career options are discussed as they arise throughout the social studies program. Career options include, but are not limited to, the

following career clusters: Agriculture, Food, and Natural Resources Career Cluster; Architecture and Construction Career Cluster; Arts, A/V

Technology, and Communications Career Cluster; Business, Management, and Administration Career Cluster; Education and Training Career Cluster;

Finance Career Cluster; Government and Public Administration Career Cluster; Health Science Career Cluster; Human Services Career Cluster;

Information Technology Career Cluster; Law, Public Safety, Correction, and Security Career Cluster; Manufacturing Career Cluster; Marketing Career

Cluster; Science, Technology, Engineering and Mathematics Career Cluster; Transportation, Distribution, and Logistics Career Cluster.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

9.1 PERSONAL FINANCIAL LITERACY 9.1.8.A.1

Explain the meaning and purposes of taxes and tax deductions and why fees for various

benefits (e.g., medical benefits) are taken out of pay.

9.1.8.A.2

Relate how career choices, education choices, skills, entrepreneurship, and economic conditions affect income.

9.1.8.B.1

Distinguish among cash, check, credit card, and debit card.

9.1.8.B.2

Construct a simple personal savings and spending plan based on various sources of income

9.1.8.C.1

Compare and contrast credit cards and debit cards and the advantages and disadvantages of using each.

9.1.8.C.2

Compare and contrast the financial products and services offered by different types of financial institutions.

9.1.8.D.1




Determine how saving contributes to financial

well-being. 9.1.8.D.2

Differentiate among various savings tools and how to use them most

effectively. 9.1.8.E.l

Explain what it means to be a responsible consumer and the factors to consider when making

consumer decisions. 9.1.8.E.2

Identify personal information that should not be disclosed to others and the possible consequences of doing or not

doing so. 9.1.8.G.1

Explain why it is important to develop plans for protecting current and future personal assets

against loss. 9.1.8.G.2

Determine criteria for deciding the amount of insurance protection needed

9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION CONTENT AREA: 21st CENTURY LIFE AND

CAREERS STRAND B: CAREER EXPLORATION NUMBER STANDARD STATEMENT

9.2.8.B.1 Research careers within the 16 Career Clusters® and determine attributes of career success.

9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career ar eas of interest, goals and

an educational plan.

9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurri cular activities for use in a

career. 92.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.

9.2.8.B.5 Analyze labor market trends using state and federal labor market information and other resources available online.




Technology Infusion 8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first -person interviews.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using variou s media formats such

as online collaborative tools, and social media.

8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media

8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming:

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the

designed world as they relate to the individual, global society, and the environment.

8.2.5.B.1 Examine ethical considerations in the development and production of a product through its life cycle.

8.2.5.C.6 Examine a malfunctioning tool and identify the process to troubleshoot and present options to repair the tool.

8.2.5.D.7 Explain the impact that resources such as energy and materials used in a process to produce products or system have on the environment.

8.2.5.E.3 Using a simple, visual programming language, create a program using loops, events and procedures to generate specific output

http://www.state.nj.us/education/, Internet, Web Quests, content-related websites, wireless laptop computers, computer laboratory,

classroom computers, SMART Boards, CDs, DVDs, webinars, video streaming, podcasting





SECTION III

2016 NJSLS-Social Studies

Content Area Social Studies

Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and

the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as

productive citizens in local, national, and global communities.

Strand A. Civics, Government, and Human Rights

By the

end of grade

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

P Citizenship begins with becoming a contributing

member of the classroom community.

6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines.

6.1.P.A.2 Demonstrate responsibility by initiating simple

classroom tasks and jobs.

6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

4 Rules and laws are developed to protect

people’s rights and the security and welfare of

society.

6.1.4.A.1 Explain how rules and laws created by community, state, and national governments

protect the rights of people, help resolve conflicts, and promote the common good.

The United States

Constitution and Bill of Rights guarantee certain

fundamental rights for citizens.

6.1.4.A.2 Explain how fundamental rights guaranteed by

the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom

of religion, the right to vote, and the right to due process) contribute to the continuation

and improvement of American democracy.




6.1.4.A.8 Compare and contrast how government

functions at the community, county, state,

and national levels, the services provided, and the impact of policy decisions made at

each level.

The examination of individual experiences, historical narratives, and

events promotes an understanding of individual and community responses to


6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present,

to violations of fundamental rights.

6.1.4.A.10 Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights

leaders served as catalysts for social change and inspired social activism in

subsequent generations.

The United States democratic system

requires active participation of its citizens.

6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the

country depend upon all citizens exercising their civic responsibilities at the

community, state, national, and global levels.

6.1.4.A.12 Explain the process of creating change at the local, state, or national level.

Immigrants can become and obtain the rights of American citizens.

6.1.4.A.13 Describe the process by which immigrants become United States citizens.

The world is comprised of nations that are similar to and different from the

United States.

6.1.4.A.14 Describe how the world is divided into many nations that have their own

governments, languages, customs, and

laws.




In an interconnected world, it

important to consider different cultural perspectives before proposing solutions

to local, state, national, and global challenges.

6.1.4.A.15 Explain how and why it is important that

people from diverse cultures collaborate to find solutions to community, state,

national, and global challenges.

In an interconnected world, increased collaboration is needed by individuals,

groups, and nations to solve global problems.

6.1.4.A.16 Explore how national and international leaders, businesses, and global

organizations promote human rights and provide aid to individuals and nations in

need.





Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think

analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that

reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Strand A. Civics, Government, and Human Rights

By the end of

grade

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

P Everyone is part of a

larger neighborhood and community.

6.1.P.B.1 Develop an awareness of the physical features of the

neighborhood/community.

6.1.P.B.2

6.1.P.B.3

Identify, discuss, and role-play the duties of a range of community workers.

4 Spatial thinking and

geographic tools can be used to describe

and analyze the spatial patterns and

organization of

people, places, and environments on

Earth.

6.1.4.B.1 Compare and contrast information that can be found on

different types of maps, and determine when the information may be useful.




Spatial thinking and geographic tools can

be used to describe and analyze the spatial patterns and organization of

people, places, and environments on Earth.

6.1.4.B.1 Compare and contrast information that can

be found on different types of maps, and determine when the information may be

useful.

6.1.4.B.2 Use physical and political maps to explain how the location and spatial relationship of

places in New Jersey, the United States, and other areas, worldwide, have contributed to

cultural diffusion and economic interdependence.

Places are jointly characterized by their physical and human properties.

6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have

impacted where and how people live and work in different regions of New Jersey and

the United States.

The physical environment can both

accommodate and be endangered by

human activities.

6.1.4.B.5 Describe how human interaction impacts the

environment in New Jersey and the United

States.

Regions form and change as a result of unique physical/ecological conditions,

economies, and cultures.

6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on

culture, economics, politics, and physical environment to understand the concept of

regionalism. Patterns of settlement across Earth’s

surface differ markedly from region to

region, place to place, and time to time.

6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for


6.1.4.B.8 Compare ways people choose to use and divide natural resources.




Advancements in science and technology can have unintended consequences that

impact individuals and/or societies.

6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken

to address them. Advancements in science and technology

can have unintended consequences that

impact individuals and/or societies.

6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken

to address them. Urban areas, worldwide, share common

physical characteristics, but may also

have cultural differences.

6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and

explain how maps, globes, and demographic tools can be used to understand tangible and

intangible cultural differences.





Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and

skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable

students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. .

Era Colonization and Settlement (1585-1763) Grade Level By the end of grade 8

Content Statement Strand CPI# Cumulative Progress Indicator (CPI)

2. Colonization and Settlement

The colonists adapted

ideas from their European heritage and

from Native American groups to develop new

political and religious institutions and

economic systems.

A. Civics, Government

and Human Rights

6.1.8.A.2.a

6.1.8.A.2.b

6.1.8.A.2.c

Determine the roles of religious freedom

and participatory government in various North American colonies.

Explain how and why early government

structures developed, and determine the impact of these early structures on the

evolution of American politics and institutions.

Explain how race, gender, and status

affected social, economic, and political opportunities during Colonial times.

Evaluate the impact of science, religion,

and technology innovations on European

exploration.




The slave labor system

and the loss of Native American lives had a

lasting impact on the development of the

United States and American culture.


6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and

regional identities of the colonies.

6.1.8.B.2.b Compare and contrast how the search

for natural resources resulted in conflict

and cooperation among European colonists and Native American groups in

the New World.

C. Economics, Innovation, and

Technology

6.1.8.C.2.a Relate slavery and indentured servitude to Colonial labor systems.

6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the

colonies and European countries.

6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups.


6.1.8.D.2.a Analyze the power struggle among European countries, and determine its

impact on people living in Europe and the Americas.

6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of

different groups of people, and explain why their experiences differed.





Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures,

and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core

democratic values as productive citizens in local, national, and global communities.

Era Revolution and the New Nation (1754-1820s)

Grade Level By the end of grade 8


3. Revolution and the

New Nation

Disputes over political authority and economic

issues contributed to a movement for

independence in the colonies.

A. Civics, Government,

and Human Rights

6.1.8.A.3.a Examine the ideals found in the Declaration of

Independence, and assess the extent to which they were fulfilled for women, African

Americans, and Native Americans during this time period.

6.1.8.A.3.b Evaluate the effectiveness of the fundamental

principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited

government, separation of powers, checks and balances, and individual rights) in

establishing a federal government that allows for growth and change over time.

The fundamental principles

of the United States Constitution serve as the

foundation of the United States government today

6.1.8.A.3.c Determine the role that compromise played in

the creation and adoption of the Constitution and Bill of Rights.




6.1.8.A.3.d Compare and contrast the Articles of

Confederation and the UNITED STATES Constitution in terms of the decision-making

powers of national government. 6.1.8.A.3.e Determine why the Alien and Sedition Acts

were enacted and whether they undermined civil liberties.

6.1.8.A.3.f Explain how political parties were formed and

continue to be shaped by differing perspectives regarding the role and power of

federal government.

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.

B. Geography, People,

and the Environment

6.1.8.B.3.a Assess how conflicts and alliances among

European countries and Native American groups impacted the expansion of the

American colonies

6.1.8.B.3.b Determine the extent to which the geography

of the United States influenced the debate on representation in Congress and federalism by

examining the New Jersey and Virginia plans.

6.1.8.B.3.c Use maps and other geographic tools to

evaluate the impact of geography on the execution and outcome of the American

Revolutionary War.

6.1.8.B.3.d Explain why New Jersey’s location played an integral role in the American Revolution.

C. Economics,

Innovation, and

6.1.8.C.3.a Explain how taxes and government regulation

can affect economic opportunities, and assess




Technology the impact of these on relations between Britain and its North American colonies.

6.1.8.C.3.b Summarize the effect of inflation and debt on the American people and the response of

state and national governments during this time.

6.1.8.C.3.c Evaluate the impact of the cotton gin and

other innovations on the institution of slavery and on the economic and political

development of the country.

D. History, Culture,

and Perspectives

6.1.8.D.3.a Explain how the consequences of the Seven

Years War, changes in British policies toward American colonies, and responses by various

groups and individuals in the North American

colonies led to the American Revolution.

6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved

to become unifying ideas of American democracy.

6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces

and as the first president of the United States.

6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution,

and outcomes of the American Revolution. 6.1.8.D.3.e Examine the roles and perspectives of various

socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and

southern planters), African Americans, Native




Americans, and women during the American Revolution, and determine how these groups

were impacted by the war. 6.1.8.D.3.f Analyze from multiple perspectives how the

terms of the Treaty of Paris affected United

States relations with Native Americans and with European powers that had territories in

North America.

6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the

national government met the goals established in the Preamble of the

Constitution.





Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge

and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and

skills enable students to make informed decisions that reflect fundamental rights

and core democratic values as productive citizens in local, national, and global communities.

Era Expansion and Reform (1801-1861)


Content Statement Strand CPI# Cumulative Progress Indicator

(CPI)

4. Expansion and

Reform

Westward movement,

industrial growth,

increased immigration, the expansion of slavery,

and the development of transportation systems

increased regional tensions.


and Human Rights

6.1.8.A.4.a Explain the changes in America’s

relationships with other nations by analyzing policies, treaties, tariffs,

and agreements. 6.1.8.A.4.b Analyze how the concept of Manifest

Destiny influenced the acquisition of land through annexation, diplomacy,

and war.

6.1.8.A.4.c Assess the extent to which voting rights were expanded during the

Jacksonian period. B. Geography, People,

and the Environment

6.1.8.B.4.a Assess the impact of the Louisiana

Purchase and western exploration on the expansion and economic

development of the United States.




6.1.8.B.4.b Map territorial expansion and

settlement, as well as the locations

of conflicts with and removal of Native Americans.


Technology

6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency,

and tariffs, and determine the

extent to which each of these economic tools met the economic

challenges facing the new nation.

6.1.8.C.4.b Explain how major technological developments revolutionized land

and water transportation, as well as the economy, in New Jersey and

nation

6.1.8.C.4.c Analyze how technological innovations affected the status and

social class of different groups of people, and explain the outcomes

that resulted.

D. History, Culture,

and Perspectives

6.1.8.D.4.a Analyze the push-pull factors that

led to increases in immigration, and explain why ethnic and cultural

conflicts resulted.

6.1.8.D.4.b Explore efforts to reform education,

women’s rights, slavery, and other issues during the Antebellum period.

6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the

Underground Railroad.





Standard 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people,

cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and

core democratic values as productive citizens in local, national, and global communities.

Era Civil War and Reconstruction (1850-1877)



5. Civil War and

Reconstruction

The Civil War resulted from complex regional

differences involving political, economic, and

social issues, as well as different views on

slavery.


and Human Rights

6.1.8.A.5.a Explain how and why the Emancipation

Proclamation and the Gettysburg Address continue to impact American life.

6.1.8.A.5.b Compare and contrast the approaches of

Congress and Presidents Lincoln and Johnson toward the reconstruction of the

South.


6.1.8.B.5.a Determine the role of geography, natural resources, demographics, transportation,

and technology in the progress and outcome of the Civil War.

The Civil War and

Reconstruction had a lasting impact on the

development of the United States.

C. Economics,

Innovation, and Technology

6.1.8.C.5.a Assess the human and material costs of

the Civil War in the North and South.




6.1.8.C.5.b Analyze the economic impact of Reconstruction on the South from

different perspectives.


6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different

perspectives.

6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they

contributed to the final outcome of the war.

6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in

the Civil War.

6.1.8.D.5.d Analyze the effectiveness of the 13th,

14th, and 15th Amendments to the United States Constitution from

multiple perspectives.





Standard 6.2 World History/Global Studies: All students will acquire the knowledge and

skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such

knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Era The Beginnings of Human Society



1. The Beginnings of Human Society:

Paleolithic and

Neolithic Ages

Hunter/gatherers adapted

to their physical environments using

resources, the natural

world, and


6.2.8.A.1.a Explain how and why the Emancipation Proclamation and the Gettysburg Address

continue to impact American life.

6.2.8.B.1.a Explain the various migratory patterns of

hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas,

and describe the impact of migration on their lives and on the shaping of societies.


6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural




technological advancements.

The agricultural

revolution led to an increase in population,

specialization of labor, new forms of social

organization, and the beginning of societies.

Archaeology provides

historical and scientific explanations for how

ancient people lived.


Technology

6.2.8.C.1.a Relate the agricultural revolution (including the

impact of food surplus from farming) to population

growth and the subsequent development of

civilizations.

6.2.8.C.1.b Determine the impact of technological advancements

on hunter/gatherer and agrarian societies.


6.2.8.D.1.a Demonstrate an understanding of pre-

agricultural and post- agricultural periods in terms

of relative length of time.

6.2.8.D.1.b Relate the development of language and forms of

writing to the expression of ideas, creation of cultural

identity, and development of more complex social

structures. 6.2.8.D.1.c Explain how archaeological

discoveries are used to

develop and enhance understanding of life prior

to written records.





Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to

think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable

students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

Era Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)

Grade Level By the end of grade 8 Content Statement

Strand CPI# Cumulative Progress Indicator (CPI)

2. Early Civilizations and

the Emergence

of Pastoral Peoples: Ancient

River Valley Civilizations

Ancient river

valley civilizations (e.g.,

Mesopotamia, Egypt, Indus

River [modern Pakistan and

northwestern India], and, later,

Yellow River Valley in China)

developed due to favorable

geographic


6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of

government.

6.2.8.A.2.b Explain how codifying laws met the needs of

ancient river valley societies. 6.2.8.A.2.c Determine the role of slavery in the

economic and social structures of ancient river valley civilizations.

B. Geography, People,

and the Environment

6.2.8.B.2.a Determine the extent to which geography

influenced settlement, the development of trade networks, technological innovations,

and the sustainability of ancient river valley civilizations.




conditions. They created centralized systems of

government and advanced societies.

6.2.8.B.2.b Compare and contrast physical and political maps


Technology.

6.2.8.C.2.a Explain how technological advancements led to greater economic

specialization, improved weaponry, trade, and the development of a class

system in ancient river valley civilizations. D. History, Culture,

and Perspectives

6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various

ancient river valley civilizations.

6.2.8.D.2.b Explain how the development of written language transformed all aspects of life

in ancient river valley civilizations.

6.2.8.D.2.c Analyze the factors that led to the rise

and fall of various ancient river valley civilizations and determine whether there

was a common pattern of growth and decline.

6.2.8.D.2.d Justify which of the major

achievements of the ancient river valley civilizations represent the most

enduring legacies.


























9.1.8.A.2


9.1.8.B.1


9.1.8.B.2


9.1.8.C.1


9.1.8.C.2


9.1.8.D.1











doing so. 9.1.8.G.1







9.2.8.B.5 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and


9.2.8.B.6 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurri cular activities for use in a








8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such


8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technolo gy and social media


All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the




8.2.5.D.7 Explain the impact that resources such as energy and materials used in a process to produce products or system have on the environment.








SECTION IV

Resources and Supplemental Materials

Grade 3 Resources

Harcourt Horizons: People and Communities by Harcourt Publishing Staff

Harcourt Horizons Audio CD

Harcourt Horizons Online Resources for Grade 3, HMH School Publishers

http://www.harcourtschool.com/menus/auto/20/211.html

-maps, photos, enrichment articles, and other resources related to each lesson of the textbook

Lebanon Borough…My Hometown, Published by the Lebanon Borough Public School -a integrated third grade Social Studies text and activities

Amistad Curriculum

Amistad Commission and American Institute for History Education

http://www.njamistadcurriculum.com/ -an interactive textbook that offers a rich history of the contributions and experiences of African Americans

Caring Makes a Difference

New Jersey Commission of Holocaust Education, Department of Education

http://www.state.nj.us/education/holocaust/curriculum/ -includes lesson plans and activities for teaching tolerance, diversity, and respect; Grade 3 begins on page 30



http://www.state.nj.us/education/holocaust/curriculum/




Learning from the Challenges of Our Times, by the 4 Action Initiative

https://sites.google.com/site/the4actioninitiative/

-a new curricular initiative for students in grades k-12 that addresses global security, terrorism, and 9/11 in the

classroom; Elementary school lessons begin on page E-1

Lebanon Borough Historical Society http://Lebanon Boroughhistorical.org/

-news, events, and photo galleries of Lebanon Borough

Map of the Lebanon Borough Community http://www.Lebanon Boroughnjusa.org/dmdocuments/street_map.pdf

-zoom in on different areas on this street map of Lebanon Borough

Lebanon Borough, New Jersey http://www.Lebanon Boroughnjusa.org/

-news and information about Lebanon Borough; includes a list of Lebanon Borough websites under “Quick Links”

Grade 4 Resources

Harcourt Horizons: States and Regions by Harcourt Publishing Staff

Harcourt Horizons Audio CD










-maps, photos, primary sources, and other resources related to each lesson of the textbook

The New Jersey Adventure by Anthony DeCondo

Amistad Curriculum



-an interactive textbook that offers a rich history of the contributions and experiences of African Americans








Hangout NJ http://www.state.nj.us/hangout_nj/

-New Jersey facts, activities, and games for students





http://www.state.nj.us/hangout_nj/




Kids’ Guide NJ http://www.kidsguide.com/history/history.html

-a guide to historic sites for New Jersey kids and families

New Jersey History Kids http://www.state.nj.us/state/historykids/NJHistoryKids.htm

-facts and video clips about New Jersey’s history, geography, and state government

New Jersey Legislature Kids’ Page http://www.njleg.state.nj.us/kids/index.asp

-includes facts, activities, and additional online resources

New Jersey State Library

http://slic.njstatelib.org/nj_information/by_topic/nj_for_kids

-links to sites for kids including state symbols, history, government, and state facts

National Park Service

http://www.nps.gov/state/nj/index.htm?program=parks

-find links to National Parks in New Jersey

Grade 5 Resources

Harcourt Horizons: United States History by Harcourt Publishing Staff

Harcourt Horizons Audio CD and Activity Book

http://www.kidsguide.com/history/history.html

http://www.state.nj.us/state/historykids/NJHistoryKids.htm

http://www.njleg.state.nj.us/kids/index.asp

http://slic.njstatelib.org/nj_information/by_topic/nj_for_kids

http://www.nps.gov/state/nj/index.htm?program=parks






-maps, photos, primary sources, and other resources related to each lesson of the textbook

Amistad Curriculum


http://www.njamistadcurriculum.com/ -an interactive textbook that offers a rich history of the contributions and experiences of African Americans




CNN Student News

http://www.cnn.com/studentnews/index.html

-daily news reports, discussion questions, downloadable maps, and other support materials








http://www.cnn.com/studentnews/index.html





To Honor All Children: Grades 5-8


http://www.state.nj.us/education/holocaust/curriculum/ -includes lesson plans and activities for teaching tolerance, diversity, and respect

Website Resources for Grades 3-5

Brain Pop http://www.brainpop.com/socialstudies/

-educational video clips

Discovery Education http://www.discoveryeducation.com/search/page/k-5/social-studies/-/-/index.cfm

-free K-5 Social Studies resources

Education Place

http://www.eduplace.com/ss/maps/

-outline maps for states, countries, and continents

Education World-History

http://www.educationworld.com/history/

-free history teaching materials


http://www.brainpop.com/socialstudies/

http://www.discoveryeducation.com/search/page/k-5/social-studies/-/-/index.cfm

http://www.eduplace.com/ss/maps/

http://www.educationworld.com/history/




Education World-Holidays http://www.educationworld.com/holidays/

-teacher resources for seasonal celebrations, holidays, and heritage months

50 States.com

http://www.50states.com/

-facts about each state

Glogster

http://edu.glogster.com/

-add text, images, and multimedia graphics to create interactive, eye-catching posters online

Google Earth http://www.google.com/earth/index.html

Google Maps


I Like 2 Learn.com http://www.Ilike2learn.com/

-online quizzes for map skills and geography

National Geographic http://www.nationalgeographic.com/

-photos, videos, and other useful resources


http://www.50states.com/

http://edu.glogster.com/

http://www.google.com/earth/index.html


http://www.ilike2learn.com/

http://www.nationalgeographic.com/




National Park Service http://www.nps.gov/index.htm

-find links to National Parks, National Monuments, and Battlegrounds

New Jersey Department of Education http://www.state.nj.us/education/cccs/standards/6/index.html

-Core Curriculum Content Standards for Social Studies

Our Documents

http://www.ourdocuments.gov/

-teacher sourcebook for historical documents

PBS: Public Broadcasting Service

http://www.pbs.org/

-variety of different historical videos

Prezi

http://prezi.com/

-upload images, embed videos, and add text to make zooming presentations for any topic

Read, Write, Think Trading Card Creator http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

-create trading cards about geographic features, historical people, places, or events

Read, Write, Think Comic Creator

http://www.nps.gov/index.htm

http://www.state.nj.us/education/cccs/standards/6/index.html

http://www.ourdocuments.gov/

http://www.pbs.org/

http://prezi.com/

http://www.readwritethink.org/files/resources/interactives/trading_cards_2/




http://www.readwritethink.org/files/resources/interactives/comic/index.html

-create a comic strip about a historical event

Read, Write, Think Cube Creator

http://www.readwritethink.org/files/resources/interactives/cube_creator/

-create a 3-D bio cube about a historical figure

Scholastic News

http://magazines.scholastic.com/election-2012

-election information

Scholastic Teacher Resources

http://www.scholastic.com/teachers/teaching-resources

-lesson plan ideas and resource materials

Scholastic Videos

http://www.scholastic.com/browse/video.jsp

-featured educational videos

The Statue of Liberty-Ellis Island Foundation, Inc. www.ellisisland.org

-immigration records, Ellis Island timeline, photos, and Statue of Liberty webcam images

Studies Weekly http://www.studiesweekly.com

-grade-specific classroom magazines for Social Studies

http://www.readwritethink.org/files/resources/interactives/comic/index.html

http://www.readwritethink.org/files/resources/interactives/cube_creator/

http://magazines.scholastic.com/election-2012

http://www.scholastic.com/teachers/teaching-resources

http://www.scholastic.com/browse/video.jsp

http://www.ellisisland.org/

http://www.studiesweekly.com/




Studies Weekly-Current Events http://www.studiesweekly.com/currentevents/

-current events about topics in history

Teachers’ Net http://teachers.net/lessonplans/subjects/social_studies/

-collection of Social Studies lesson plans

Time for Kids http://www.timeforkids.com/

-news, photos, and videos

Time for Kids Homework Helper

http://www.timeforkids.com/homework-helper/flashcards

-create your own Social Studies or geography flash cards

United States History

http://www.u-s-history.com/

-overview of historical time periods

Websites for Creating Rubrics -create your own rubrics from scratch or using available templates

http://rubistar.4teachers.org

https://www.rcampus.com/indexrubric.cfm

http://www.rubrics4teachers.com

http://www.teach-nology.com/web_tools/ rubrics

http://www.studiesweekly.com/currentevents/

http://teachers.net/lessonplans/subjects/social_studies/

http://www.timeforkids.com/

http://www.timeforkids.com/homework-helper/flashcards

http://www.u-s-history.com/






http://www.teach-nology.com/web_tools/rubrics




DIFFERENTIATION

Special Education ELL I&RS SAIL Modifications & accommodations

as listed in the student’s IEP

Assign a peer to help keep student

on task

Modified or reduced assignments

Reduce length of assignment for

different mode of delivery

Increase one to one time

Working contract between you and

student at risk

Prioritize tasks

Think in concrete terms and provide

hands on tasks

Position student near helping peer

or have quick access to teacher

Anticipate where needs will be

Break tests down in smaller

increments

NJDOE resources

Strategy groups

Teacher conferences

Graphic organizers

Modification plan

NJDOE resources

Adapt a Strategy-Adjusting

strategies for ESL students:

http://www.teachersfirst.com/conte

nt/esl/adaptstrat.cfm

Tiered Interventions following

I&RS framework

I&RS Intervention Bank

Fundations Double-Dose (Tier II)

NJDOE resources

Read 180

System 44

Contents should be modified:

abstraction, complexity, variety,

organization

Process should be modified: higher

order thinking skills, open-ended

thinking, discovery

Products should be modified: real

world problems, audiences,

deadlines, evaluation,

transformations

Learning environment should be

modified: student-centered

learning, independence, openness,

complexity, groups varied

Activities aligned with above grade

level text using DRA results

Jr. Great Books Library Activities

NJDOE resources

CROSS CURRICULUR RESOURCES The Amistad Commission’s Literacy components for Primary Grades: http://www.state.nj.us/education/amistad/resources/literacy.pdf

Lessons focused on Language: http://www.fcrr.org/studentactivities/language_k1.htm

http://www.state.nj.us/education/educators/standards/

https://drive.google.com/a/mpsdnj.us/file/d/0B0CIp0Y5Z4m-UmVwdjB1bS1DYWM/view?usp=sharing


http://www.teachersfirst.com/content/esl/adaptstrat.cfm





http://www.state.nj.us/education/amistad/resources/literacy.pdf

http://www.fcrr.org/studentactivities/language_k1.htm




Technology Infusion Grades K - 5 Smart Board Applications

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

K Students With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Grade 1 Students With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.


Grade 2 Students With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics Grade 3 Students With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and

collaborate with others

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.





Evidence of Student Learning Evaluation rubrics

Self-reflections

Teacher-student conferences






























9.1.8.A.2


9.1.8.B.1


9.1.8.B.2


9.1.8.C.1


9.1.8.C.2


9.1.8.D.1











doing so. 9.1.8.G.1







9.2.8.B.8 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career ar eas of interest, goals and


9.2.8.B.9 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a








8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first -person interviews.

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such


8.1.5.D.4 Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technolo gy and social media


All students will develop an understanding of the nature and impact of technology, engineering, technological design, computa tional thinking and the




8.2.5.D.7 Explain the impact that resources such as energy and materials used in a process to produce products or system have on the en vironment.



